1

Closing the Skills Gap: Community Colleges and Employers in Alignment

A Doctoral Thesis Presented

By

Kellie Byrd Danso

To

The School of Education

In partial fulfillment of the requirements for the degree of

Doctor of Education

In the Field of Education

College of Professional Studies

Northeastern University

Boston, Massachusetts

March 2018

2

Abstract

There has been much concern regarding the preparedness for employment in the 21st

century. Much of the concern has been centered around future employees not having the

appropriate skills needed to compete in a global economy. This phenomenon can be described as

a gap in skills. This study used a qualitative, interpretative phenomenology analysis approach to

explore how community college faculty/ administrators and employers make sense of the role

they play in developing relationships in an effort to close the skills gap and ensure that there is an

alignment in the skills being taught and skills needed for industry. The relationships between the

colleges and employers were explored using the stakeholder theoretical framework.

Two community college faculty members, two senior level academic administrators and

two employers from different fields were interviewed for this study. The finding revealed that

community colleges and employers believed that a skills gap does in fact exist and has created

barriers to employment for students. The participants felt strongly in that the gap between what

is taught in the classroom and what is needed for successful employment could be addressed

through engaging in structured external stakeholder relationships. The participants felt as though

they had a clear understanding of the role they played in establishing stakeholder relationships.

They also believed that they understood the benefits of having such relationships.

Keywords: community college, stakeholder theory, Interpretative Phenomenology

Analysis, skills gap, industry needs

3

Acknowledgements

This has been an amazing journey for me. When I first contemplated going back to

school, I wasn’t sure just how I would be able to manage it all. With a busy career in higher

education, and a young family, this seemed like an unachievable goal. I knew that if I started I

would have to sacrifice some things in order to see it through to completion. However, God and

my incredible team of supporters made those sacrifices doable.

I thank God for giving me the courage and the stamina throughout this whole process. It

hasn’t been easy, but with God’s grace and mercy I made it. I’m so thankful to my wonderful

husband Nana for always being my number one fan. I can’t even begin to explain just how much

your love and encouragement has meant to me. Throughout this journey you have been right by

my side coaching me all the way through. Even when I wanted to slow the pace down, you were

right there to reassure me that I could keep going.

To my beautiful boys Kwame and Kwasi, thank you for understanding and for all your

support. I want you to know that education is powerful and learning is a life long journey. I truly

believe in the saying “it takes a village to raise a family”. My village has been amazing and none

of this would have been possible without their help. Thank you, mom, for stepping in and

helping us with the boys. I love you so much and I truly appreciate all that you do for my family.

I also want to thank you for instilling in me the appreciation of education and a strong work

ethic. You are my role model and I hope I have made you proud. To my sister Kim, my Aunt

Sadie, my cousin Eddie, my in laws Dr. and Mrs. Danso, my sister in law Robin, and brothers in

law, Kermit and Kwaku and my entire family, Thank You for keeping me in prayer and for

encouraging me all the way.

4

To my Student Engagement team and collogues at Gateway Community College, you are

all amazing and I appreciate you all cheering me on and checking on my progress. Thank you for

being a part of my extended family. To my advisor Dr. Brian Bicknell, you have truly been

awesome and so patience with me. Thank you for your positive energy, great feedback and for

being with me every step of the way. To my second reader, Dr. Joe McNabb, thank you for your

feedback and ensuring that my research was on track. To my third reader Dr. Paul Broadie II,

thank you for taking the time to provide feedback and for all your support and encouragement

along the way. I’m humbled and extremely grateful to everyone who traveled with me on this

journey. I could not have done this without you.

5

Table of Contents

Chapter 1: Introduction……………………………………………………………………… 8

Problem of Practice……………………………………………………………………...8

Why the Problem Exist………………………………………………………………….9

Statement of the Problem……………………………………………………………….11

Purpose of the Research………………………………………………………………...12

Significance Statement………………………………………………………………….13

Research Questions……………………………………………………………………..14

Deficiency in Research…………………………………………………………………15

Stakeholder Theoretical Framework……………………………………………………16

Descriptive Approach…………………………………………………………...17

Instrumental Approach………………………………………………………….17

Normative Approach……………………………………………………………18

Criticism of Stakeholder theory…………………………………………………19

Conclusion………………………………………………………………………19

Chapter II: Literature Review………………………………………………………………..21

The Skills Gap…………………………………………………………………………..23

Global Workforce and Labor Market Trends…………………………………………...24

Colleges and Universities……………………………………………………………….27

Community Colleges and Training Programs………......................................................28

Strategies for Success…………………………………………………………………...31

Opportunities for Community Colleges………………………………………………...36

Challenges for Community Colleges…………………………………………………...36

Assessments and Program Development……………………………………………….37

Fields that have the largest Gap in Skills……………………………………………….38

Women and STEM Careers…………………………………………………………….39

People of Color and STEM…………………………………………………………….41

Summation……………………………………………………………………………..41

Chapter III: Research Design………………………………………………………………..47

Qualitative Research Approach…………………………………………………………48

6

Methodology……………………………………………………………………………49

Participants……………………………………………………………………………...51

Setting…………………………………………………………………………………..52

Data Collection…………………………………………………………………………52

Procedures………………………………………………………………………………53

Data Analysis…………………………………………………………………………...55

Ethical Considerations………………………………………………………………….56

Trustworthiness…………………………………………………………………………56

Researcher Positionality………………………………………………………………...57

Limitations………………………………………………………………………………62

Conclusion………………………………………………………………………………62

Chapter IV: Findings and Analysis…………………………………………………………...64

The Skills Gap…………………………………………………………………………..66

Employer Needs……………………………………………………………………….. 68

Soft Skills……………………………………………………………………….71

Academic Skills…………………………………………………………………73

External Relationships…………………………………………………………………..75

Structured External Relationships………………………………………………76

Roles and Responsibility………………………………………………………………..82

Summary………………………………………………………………………………..85

Chapter V: Discussion and Implications for Practice……………………………………….89

Major Themes…………………………………………………………………………...89

Recommendations for Practice…………………………………………………………103

Limitations……………………………………………………………………………...108

Future Research Possibilities…………………………………………………………...108

References……………………………………………………………………………………...111

Appendix A- Letter of Intent…………………………………………………………………119

Appendix B- Informed Consent Document…………………………………………………121

Appendix C- Interview Protocol……………………………………………………………..124

Appendix D- Telephone Script……………………………………………………………….126

Appendix E- Northeastern University IRB approval……………………………………….127

7

Appendix F- Community College IRB approval……………………………………………128

8

Chapter 1: Introduction

The economy has had many ups and downs over the past few years. It seems to have

finally taken a turn for the better in terms of employment according to recent job reports.

Although, these reports show that there are jobs out there, many employers complain that they

are struggling to find qualified employees (Thomes, 2012, p.2). There are more jobs requiring a

college degree and more people graduating with a college degree than ever before, so what is the

problem? It would appear that there is a gap in what employers are looking for and the skills that

potential employees have.

Problem of Practice

Faculty and Administrators at community colleges have minimal partnerships with

employers as it relates to academic curriculum development, which leads to a lack of industry

skills being taught and students not being competitive in today’s workforce (Ward, 2003 &

Carlson, 2017). This interpretive phenomenology analysis study focused on understanding how

faculty, college administrators and employers perceive their role in forming stronger

partnerships. It also explored their understanding of how a stakeholder engagement relationship

can ensure that industry needs are taught in and out of the classroom. Higher education,

community colleges in particular, can play a significant role in closing the employment skills gap

by effectively preparing students to meet the needs of the 21st century workforce (Carroll, 2012).

In today’s economy community colleges have become more and more desirable for student’s due

to the lower- price and the ability to become credentialed in a shorter period of time (Hillman &

Orians, 2013, p.766). According to the Bureau of Labor Statistics by the Georgetown Center for

Education and the Workforce (2017), a projected growth of 160 million jobs will be created in

the US by the year 2024. However, many employers report today that they are struggling to find

9

qualified skilled candidates. Historically colleges and universities were designed to impart

knowledge and practice research (Lazerson, 2010, p.14). Today students go off to college with

the idea of moving that much closer to success. They are essentially demanding a return on their

investment. At the same time employers are looking for a workforce that is skilled and

competent (Amdur, 2015).

Why the Problem Exists

Initial findings would suggest that relationships between employers and community

colleges have not been a major focus outside of continuing education departments, due to

administrators focusing on articulation and faculty not understanding their role in creating

partnerships outside of teaching (Ward, 2003). Over the years college tuition has seen significant

increases, with an added expectation for parents and individuals versus the government and

taxpayers, to share in the cost of enrollment (Johnstone & Marcucci, 2010). This has made

affordability an even more critical factor in college decision choices. A universal mission of

community colleges is to provide high quality education while remaining affordable (Hardison,

2004). In an effort to market their colleges as realistic alternatives to institutions with high tuition

costs, many community college presidents have created strong structures such as articulation

agreements and MOU’s with four years institutions. These agreements have focused primarily on

providing seamless transfer options to students once they have completed their associate degrees

(Bicknell, 2008). This represents a shift in one of the key components of the mission of

individual higher education institutions, which is to provide students with credentials that will

lead to upward or social mobility (Labaree, 1997).

In addition to an institutional transfer focus, faculty and administrators have not received

clear direction from senior leaders as to what their role is in creating external relationships

10

beyond the college (Ward, 2003). Fernandez (2007), states that managers or in this case senior

leaders, typically are seen as champions of change and are often the driving force behind the

conception and implementation. In order for change to occur the directive must come from the

top down and be supported throughout the organization. Many faculty have also viewed their

role in service or external engagement as being outside of the “real work of scholars”

(Fernandez, p.7).

According to Waiwaiole (2016), faculty, and administrators have to have the courage to

redesign a structure for students that will ensure their economic success. This requires that all

will be willing to actively engage in full partnerships that seek to enhance employment

opportunities.

The Yale report, which dates back to 1828 clearly emphasizes the need and expectation

for institutions of higher education to change rapidly in an effort to “better accommodate the

business character of the nation” (Yale Report, 1828). As the needs of the environment continues

to change so must the mission of higher education. Institutions must concern themselves with

enhancing their service delivery in an effort to remain current and accessible to a new population

of learners. There is a growing need for colleges to close the skills gap.

Knowing that more people are seeking higher education than ever before, creates an

incredible opportunity for colleges and universities to align themselves with workforce needs to

ensure that their graduates have the necessary skills to compete in the global economy.

According to Lazerson (2010), what once was thought of as a scholarly institution for the elite is

now considered the “American Way” (p.14). Students go off to college with the idea that a

degree or certificate will move them that much closer to economic success. Thelin (2003), found

that the return on investment for most is a passport into the American Middle class.

11

In a freshman survey 85.9 percent of those surveyed said they were attending college to

get a better job (Humphreys, 2013). The Bureau of Labor Statistics also conducted a population

survey which showed strong correlations among educational attainment, income and

unemployment (Amdur, 2015). The unemployment rate for people who had an associate’s degree

or higher was significantly lower than people who had a high school diploma or less (Amdur,

2015). This would strongly suggest that educational achievement can be directly correlated with

individual lifetime earnings and a better quality of life (Baggs, 2011). Gone are the days where

students go to college simply to gain more knowledge (Lazerson, 2010). A college degree has

become a necessity rather than a luxury.

Statement of the Problem

This research problem has a global as well as a national impact on policy and practice on

community colleges and our economy, which makes it a problem worthy of investigation. Higher

education in general has changed so much over the years. Community Colleges in particular are

institutions that exists to allow the pursuit of education to become more accessible to people in

the community. Sadly, we still live in a world where “access to education is only given to certain

segments of society” (Altbach, 2010, p.50). We know from literature that the more educated a

community, the stronger the community becomes. In order for the US to compete effectively in

the global economy, we must ensure that our students are adequately prepared to meet workforce

demands.

This research shows that community colleges are at the center of successful economics in

the world (D’Amico, et al., 2014, p.192). It is imperative that institutions work to ensure that

their graduates are properly prepared to obtain employment and give back to their communities.

In fact, Bahr (2013), found that workforce development is a critical component to the mission of

12

any community college. He states that the community college is the college of the community of

which it is a part of (p. 433). As many of their mission statements suggest, colleges and

universities have an obligation to their students and for their own survival to ensure that their

students are not only graduating but are employable when they leave their institution. The

universal mission of community colleges portrays the institution as a gateway to opportunity for

students (Arnold, 2005). The mission also proclaims that the college will evolve at the same pace

as the environment in which we live in (Gateway Community College mission statement, 1992).

Purpose of the Research

The purpose of this research was to explore how community college faculty,

administrators, and employers view their role in creating partnerships that can potentially

provide significant contributions to career and economic success (Thomes, 2012). These

relationships can be essential in generating career opportunities for community college students.

The research attempts to develop a clearer understanding of how a stakeholder relationship is

understood and experienced through the eyes of key stakeholders.

By examining their understanding of what it means to actively engage in a stakeholder

relationship, strategies and initiatives can be created to ensure increased opportunities for

economic success (Carroll, 2012). By teaching employable skills and offering academic

programs that are directly in line with industry needs, community colleges will be better

positioned to attract new students, which will increase overall enrollment. It also has the ability

to increase graduation rates, since students who have a career focus are more likely to persist and

graduate (Jones, 2015, p.25). A large percentage of community college students hail from the

community in which the college resides. For urban colleges, this means the more students from

the community that become educated and employed the stronger the community becomes.

13

Significance Statement

The skills gap or mismatch of skills is something that exist across this nation and nations

worldwide. Globally more people are becoming college educated yet business and industries

report a decrease in skilled workers. “A highly skilled workforce is critically important for

continued economic recovery” (D’Amico, et al. 2014, p.192). Students are earning degrees but

are lacking the hands-on skills necessary to meet industry needs. A study done in 2012 by the

McKinsey Global Institute reported that “by the year 2020 employers worldwide could face a

shortage of 85 million high-and medium- skilled workers” (BHEF, 2013, p.3). It is imperative

for continued growth in industry, survival of community colleges and the overall advancement of

our communities and our country, that graduates from institutions of higher learning be able to

meet the demands of the 21st workforce. A report done by Gallup and Lumina back in 2014

showed that only eleven percent of business leaders believed that higher education institutions in

this country are graduating students with competencies relevant to their business needs

(D’Amico, et, al. 2014, p. 195). This means a great number feel students are graduating without

the necessary skills to be successful in the workforce.

Community Colleges are seen as the door way for many seeking higher education, they

are also the institutions responsible for educating the greatest proportion of underrepresented

students (Mullin, 2010). Many of these students are non- traditional, first generation, low

income students. Former Vice President Biden, highlighted a report that discussed the expanded

role of community colleges in providing what he calls job- driven training (D’Amico, et, al.

2014, p.196). This national attention has put the spotlight on community colleges and added

pressure for them to graduate students that meet workforce needs. According to the Chronicle of

Higher Education (2017), many of the jobs that will be hiring in the next few years will require

14

some level of education. If we want to grow the economy, and be in a position to be competitive

globally, we will have to support training and education programs that will do just that.

The researcher was interested in investigating the perceptions of faculty, administrators

and employers as it relates to their role and effectiveness in preparing students to meet the needs

of the 21st century workforce. This research has huge implications on how various institutions

prepare students for the future. Creating a structure where strong partnerships between

employers and community colleges are forged will not only benefit individual students and

institutions but could potentially have huge benefits for the communities in which the colleges

are housed. Educators should think of their role as Batson (2014) describes as “acting for the

public good, working to increase the welfare of others, which intern increases the total welfare of

society” (p. 709).

Research Questions

The research that was explored examined the lived experiences and perceptions of

faculty, administrators and employers in relation to their role in forming a partnership, in order to

close the skills gap. An overarching question followed by several sub- questions was developed

with the goal of clarifying objectives and guiding the focus of the study.

Overarching Question

How do faculty, administrators and employers make sense of their role in

engaging in the stakeholder relationships to ensure that curriculum is in alignment with

industry needs?

Sub- Questions

15

What is your understanding of the skills gap and what critical employment skills

can you identify?

How do you feel about actively engaging external stakeholders in the curriculum

development process?

From your experiences, how can community colleges create stronger partnerships

with employers to enhance their curriculums and design programs that will shrink

the skills gap and lead to a greater number of employment opportunities?

Deficiency in Research

One deficiency in the evidence presented has to do with the fact that a good portion of the

research has been done from a workforce development and continuing education perspective.

Although, retention strategies for community college students have been explored, there seems to

be a lack of information regarding faculty and administrator’s perceptions about the role they

play in ensuring employable skills are taught in all academic programs whether transferable or

not.

16

Theoretical Framework

Theoretical Frameworks are important components to any research study because, it

provides a lens in which to view the research. Whatever theory is chosen, provides guidance and

context to the study. Theories help to describe complex relationships and make sense of research

findings. For this research, the Stakeholder theoretical framework was applied. Understanding

who, why and how relationships are formed will be extremely beneficial to this study.

Organizations working collaboratively helps to provide clarity to career decision making for

students. When students are working towards a goal, be it a job or to transfer, they are more

inclined to finish their degree (Jones, 2015, p.26). A Return on investment has become more

important today than it has ever been.

The stakeholder theory defines in a way what the organization should be and how it

should be conceptualized (Freidman, 2006, p.95). The term stakeholder first appeared in 1963

and was used to describe the importance of stockholders as the only group that employers should

be concerned with (Slinger, 2000). Since then the term has evolved and can now be described as

a theory that states that success is linked to creating value for all stakeholders involved, and that

no one can be viewed in isolation due to the interest of all being linked (Freeman, 2009;

Freeman, Wicks, & Parmar, 2004). It is believed that stakeholders are vital to the survival and

success of the corporation. Employers benefit from having skilled graduates in the pipeline to

meet their hiring needs. Community colleges benefit by increasing their status as institutions that

are able to move their graduates successfully into the workforce. A reputation like this can

potentially increase the college’s ability to attract more students and improve retention rates. This

reciprocal relationship, or the stakeholder component is critical to the institutions mission, goals,

and overall reputation.

17

The Stakeholder theory that Freeman developed has evolved over the years with the

creation of the following three categories: normative, instrumental, and descriptive. These

categories that were introduced by Donaldson and Preston (1995), are in line with contemporary

ideology of how stakeholder relationships are structured.

Descriptive Approach

The descriptive approach to the stakeholder theory looks more intensely at the

relationship from the perspective of the corporation or employer in this research (Donaldson &

Preston, 1995). This is critical in establishing from the employer perspective who the

stakeholders are and what impact they will have on the organization (Savage, Nix, Whitehead, &

Blair, 1991). Additionally, this approach also determines the number and the amount of time that

should be dedicated to each of the stakeholders (Buonora, 2016, p.50).

Instrumental Approach

This approach explains the actual relationship between the various stakeholders. Trust is

extremely important in order for these relationships to thrive and be productive. There is an

understanding within this approach that there will be a productive end for all organizations

involved. Employers benefit from having skilled graduates in the pipeline to meet their hiring

needs. Community colleges benefit by increasing their status as institutions that are able to move

their graduates successfully into the workforce, which ultimately increases their ability to attract

more students and improve retention rates. This reciprocal relationship is critical to the

institutions mission, goals, and overall reputation. This approach is also useful in understanding

relationships where multiple stakeholders are involved (Savage, et al., 2010).

18

Normative Approach

The normative approach to stakeholder theory explains the perceived obligations of the

organizations and the stakeholders versus obligations to shareholders. Employers are not

necessarily considered shareholders of the college and colleges are not shareholders for

employers. The normative approach provides meaning and purpose to business stakeholder

relationships (Donaldson & Preston, 1995). These relationships can only be successful if faculty

college administrators, and employers are willing to establish productive, trustworthy

relationships with shared agreed upon goals. An essential component of the relationship will

require communication of needs and expectations for the success of both community colleges

and employers. In addition to faculty and administrators being open to the relationship,

employers must also be open to sharing their needs and desired skills. It is important to

understand that not all stakeholder concerns are equal, but all views must be considered and

taken seriously (Donaldson, 2002).

Applying the stakeholder theory as a whole helped to shed light on what the

relationship between employers, faculty, and administrators looks like in order to be effective.

The instrumental approach helps to define in more detail the various aspects of the relationships

between external stakeholders (Dyer & Singh, 1998). Trust, open communication and a mutual

respect for the relationship are extremely important. All stakeholders must be willing to

communicate and share their needs and desired skills with one another.

The normative approach is useful in examining the moral and ethical aspect of creating

relationships (Jones & Wick, 1999). Research suggests that there is value and importance in

ensuring that colleges are in alignment with workforce needs. However, it is critical that these

relationships are in agreement with the overall mission and vision for all stakeholders.

19

Criticism of Stakeholder Theory

One significant criticism of the stakeholder theory according to Carson (2003), is that it

appears to be weak in regards to the social responsibility of organizations to prevent fraud and

deception. This theory has the potential to put unrealistic expectations on organizations to engage

in these relationships to promote social improvement. Additionally, critics believe that this theory

simplifies the idea of power amongst organizations and that there will be a clear separation of

economics and politics (Greenwood & De Cieri, 2007).

Conclusion

This research explores more specifically the perceptions of faculty, administrators and

employer’s roles in developing stakeholder relationships. It was important to hear how each

stakeholder described their understanding of the role they played in either teaching employment

skills, or in ensuring that all stakeholders know what employment skills are deemed most

necessary for employment. For this reason, the descriptive stakeholder approach was used as the

primary lens in which this study was explored. This approach not only shed valuable light on the

usefulness of creating stakeholder relationships from both the college and the employers point of

view, but it was also concerned with how all stakeholders behave and more importantly, how

they view their actions and roles in establishing these relationships (Friedman, 2006).

Given the fact that we live in a world that is ever changing, institutions of higher learning

must position themselves in such a way that they are providing students with skills that will

allow them to compete on the global stage. Engaging in stakeholder relationships is a win/ win

situation for all involved. If those relationships are not clearly defined and key stakeholders are

not sure of the role they play in creating those relationships, students and ultimately the

20

workforce will lose out. The 21st century workforce is in need of skilled workers in order to

sustain their businesses and grow the US economy. College students today, demand a return on

their financial investment for education. They expect that when they enroll in an institution, they

will learn the critical skills necessary for economic success.

21

Chapter II: Literature Review

The days where students go off to college just for the sake of becoming a learned person

are over. Today students decide to go to college so that they can get a job, a better job or launch a

new career. According to Lazerson (2010), what once was thought of as a scholarly institution

for the elite is now considered the “American Way” (p.14). He explains that the popularity of

higher education has grown to the point where it is considered a necessity in order to reach a

certain level of success. He goes on to explain that employers are now relying on college degrees

as criteria for hiring. This shift is in part due to the number of white collar jobs that are popping

up (p.19). There became a growing need for more vocational training as opposed to the liberal

arts education that higher education began with. What we see from the readings is that higher

education evolved over the years in an effort to adequately meet the needs of society.

Having a college education can be seen as a way to irradiate poverty and an essential

component in the struggle for students to be competitive in today’s global economy and is seen

as an investment in future success. In a freshman survey 85.9 percent of those surveyed said

they were attending college to get a better job (Humphreys, 2013). The Bureau of Labor

Statistics also conducted a population survey which showed strong correlations among

educational attainment, income and unemployment (Amdur, 2015). The unemployment rate for

people who had an associate’s degree or higher was significantly lower than people who had a

high school diploma or less (Amdur, 2015). In a study that compared the financial benefits of

higher education, it was estimated that a person with a bachelor’s degree earns an average salary

of $17,000 per year higher than those with only a high school diploma (Hoffman, 2008). This is

not a new concept however, the completion and the need for a skilled workforce has increased

22

over the years. While employment opportunities have steadily increased, employers report that

they are unable to fill many of their openings because they don’t have qualified candidates

(BHEF, 2013). A study done in 2012 by the McKinsey Global Institute reported that “by the year

2020 employers worldwide could face a shortage of 85 million high-and medium- skilled

workers” (p.3). At this point it is imperative for continued growth in industry, survival of higher

education and the overall advancement of our country that higher education be able to meet the

demands of the 21st workforce.

This research focused on individual perceptions regarding community colleges ability to

enhance economic opportunities in the world. With the massification of higher education,

institutions must be concerned with their own survival. Recruiting and retaining students has

become more important than ever before (Wild & Ebbers, 2002). As the needs and the

expectations of the workforce continues to change, higher education will need to adjust respond

appropriately to those external environmental changes. Institutions must concern themselves

with enhancing their service delivery in an effort to remain current and accessible to a new

population of learners. Researchers Bessette and Burton (2014), explore ways in which higher

education is trying to keep up with the new age of technology by offering more non- traditional

ways to earn an education, i.e. online education. By doing this colleges and universities are able

to attract more students. With the demand for education growing it is not enough to just open the

doors and assume students will come. Institutions must be more intentional about creating

programs that lead to employment as well as making those programs more accessible (Johnston,

2010). This also allows for a global presence in areas institutions didn’t have before.

There are many benefits to creating strong partnerships between higher education and the

workforce, including an increase in graduation rates for four and two-year degree seekers. When

23

students are working towards a goal, be it a job or to transfer, they are more inclined to finish

their degree (Jones, 2015, p.25). Return on investment has become more important today than it

has ever been.

This literature review focuses on research that shines light on the growing need for

institutions of higher education to close the skills gap by ensuring that their students are properly

prepared with education and training to meet the needs of employers. Several questions were

examined: With the overarching question being; How do faculty, administrators and employers

make sense of their role in engaging in the academic process to ensure that curriculum is in

alignment with industry needs? In addition to that major question the following sub questions

will be explored; what is your understanding of the skills gap (what are the areas where the gap

is the biggest) and what critical employment skills can you identify; How do you feel about

actively engaging external stakeholders in the curriculum development process; From your

experiences, how can community colleges create stronger partnerships with employers to

enhance their curriculums and design programs that will shrink the skills gap and lead to a

greater number of employment opportunities? In conclusion, a summary of the findings are

presented and suggestions for additional research are provided.

The Skills Gap

The skills gap describes the gap between the skills job seekers have and the skills

employers need for the success of their organizations. We seem to have more college graduates

in the world yet employers report that many of their job openings go unfilled every year because

of a lack of qualified candidates. If in fact we do have more college degree holders, then the

question must be asked- Are colleges and universities preparing students to go into fields that are

24

consistent with labor market trends? Also, are employers properly articulating what they need

from colleges and universities? According to the BHEF (2013), “educators and business leaders

must develop a deeper partnership that enables the adaption of curricula and co-curricular

experiences to build competencies and encourage a deeper learning” (p.4). In light of this, it is

important that we look at what the current labor market trends will be in the next few years.

Global Workforce and Labor Market Trends

We live in a world today where the global workforce is rapidly increasing. However,

according to a study done by the Harvard Business Review we are seeing slower birth rates and

longer life spans, which means the workforce is rapidly aging (Johnston, 1991). The baby

boomers who are still working are moving closer and closer to retirement. In addition to that

there is a decrease in younger workers entering the workforce as well as a challenge of retaining

workers after they are employed (Martin, et, al. 2010). On one hand, there is the belief that there

just aren’t enough workers with the necessary skills. The other concern is that there aren’t

enough new workers with the same commitment and loyalty to one organization. Employers are

finding it harder and harder to actually hold on to younger employees. This is a phenomenon that

is being experienced in both developed and third world nations. It is a common belief that older

workers are less likely to relocate or learn new skills than their younger counterparts. This makes

it difficult for workers to adapt to new technologies and trends. This can create a gap in skills or

what some researchers call a mismatch of skills. At the same time college graduates are not

entering the workforce with a lot of the hands-on training that employers are looking for.

However, as nations increasingly recognize the economic value of education the workforce will

become more and more educated. In an article by Dr. OKubena (2014), a small manufacturing

business in an area of Gauteng Province, South Africa, was studied in order to evaluate business

25

skills and training needs. This is evidence of the growing trend that is consistent across the globe

as it relates to skills and a changing workforce. Current trends show that we are moving in a

direction that is more technology driven and will require skills in the Science, Technology,

Engineering, Math and Manufacturing fields. Increase in life expectancy is also driving a

demand for more health care professionals and care takers. In fact, there appears to be a global

imbalance of human resources for health and a shortage of healthcare workers in developing

countries (Jordan, 2005). Although this is clearly the direction we are moving towards we must

recognize that the STEM related workforce is aging in the U.S and, we must realize that there are

not enough new STEM workers entering the field to replace those retiring (Kenney, 2012).

A survey conducted with over twenty-five employers from Canada, showed that the

employers believed there were three major traits/ skills that all new graduates should possess.

The first skill is the ability to communicate, think and have the capacity for lifelong learning.

Secondly, results showed that the ability to demonstrate a positive attitude, coupled with a sense

of responsibility and adaptability were essential. The last skill reported with equal importance is

the ability to work well with others (McLaughlin, 1995). Due to the popularity of these skills

they ultimately, according to McLaughlin, became identified as the foundational skills that are

necessary for successful employment.

A study done by the National Association of Colleges and Employers (NACE) shows that

there are a number of skills that employers look for when hiring new entry level employees such

as:

Verbal/ written communication

Ability to work in teams

Decision making/ problem solving

26

Ability to obtain and process information

Plan, organize and prioritize work

Analyze quantitative data

Technical knowledge related to the job

Proficiency with computer software

Ability to create and/ or edit written reports

Ability to sell and influence others

Industry awareness/ global awareness

Flexibility/adaptability

Motivation/ drive

Leadership

In the (NACE) report they found that out of thousands of US employers surveyed,

communication was the number one preferred skill. Employers, faculty, and staff all seem to

agree that there are many things that can be learned on the job, however, college graduates are

expected to possess many of the basic “soft” skills that employers are looking for as well as the

capacity to think critically and learn new things.

Conclusions: Skills Gap & Problem of Practice

The skills gap or mismatch of skills is something that exist across this nation and nations

worldwide. Globally more people are becoming college educated yet business and industries

report a decrease in skilled workers. Having a skilled workforce is extremely important for

continued economic recovery (D’Amico, et al. 2014, p.197). Students are earning degrees but

are lacking the hands-on skills as well as basic soft skills necessary to meet industry needs. The

27

literature also suggest that the skills gap exist due to people living longer which means they work

longer and retire older than years before. With an aging workforce, industries are struggling to

compete and remain current with new technology. This is because an older workforce is less

inclined to learn new skills and technology, and there aren’t enough people in the pipeline that

have the skills to carry the business to the next level. There seems to be a clear divide in skills

earned and skills needed to compete on a global level.

Colleges and Universities

How can colleges and universities better position themselves to respond to the need to

produce more skilled workers? A report done by Gallup and Lumina back in 2014 showed that

only eleven percent of business leaders believed that higher education institutions in this country

are actually graduating students with competencies relevant to their business needs (D’Amico, et,

al. 2014). This means a great number feel students are graduating without the necessary skills to

be successful in the 21st workforce. Participants in this study also indicated that knowledge and

applied skills were much more important to the company than one’s major.

Institutions of higher education have more to be concerned with these days beyond

graduation rates. Now they must also be concerned with job obtainment. College tuition has

become more expensive over the years. With this increase, perspective students and parents want

to ensure that their investment in higher education will result in positive outcomes (Humphreys,

2013). Every college seems to offer degrees that provide short- term and long-term success. It is

important that students understand which type of degree program they are in and are certain that

it is in line with their career goals. With so much focus on training and skills, many question

whether or not a liberal arts education is still valuable. “Many leading institutions are working to

28

ensure that a commitment to both broad liberal education outcomes and field- specific job skills

is embedded in all their degree programs” (Humphreys, 2013). A degree in the arts can in fact be

valuable in preparing graduates for many different fields.

Community Colleges and Training Programs

Since 1901, with the establishment of Community Colleges, they have been seen as the

door way for many who seek higher education. They are also the institutions responsible for

educating the greatest proportion of underrepresented students (Mullin, 2010). They are known

mostly as the gateway to four-year colleges and universities. Originally Community Colleges

started out as technical schools and have since evolved into institutions that prepared individuals

to transfer on to four-year colleges and universities. Today they are institutions that exists to

allow the pursuit of higher education to become more accessible to people who otherwise would

not have the opportunity. Unfortunately, we still live in a time where “access to education is only

given to certain segments of society” (Altbach, 2010, p.50). We know from literature that a

community that is educated is a much stronger and productive one. For most community

colleges, they tend to operate with an open-door policy and strive to provide high quality

instruction that is affordable. They serve a high number of non-traditional age students.

According to Hardison (2004), the attraction to community colleges for non-traditional students

is the “small class size, the proximity to their home and the low tuition cost” (p.13). There are

many reasons students begin their academic career at these colleges. Some come to complete an

associate’s degree and go straight to work, others come to take necessary courses in preparation

to transfer to a four-year college or university. As funding slowly moves to a performance-based

approach, things will become more challenging for colleges. The concept of open access is often

29

equated with lower retention and graduation rates. However, there have been real gains in higher

education globally because of the accessibility within wealthier countries (Altbach, 2010).

In an effort to rebuild the economy of the United States, President Obama, when in

office, brought a considerable amount of attention to community colleges over the past few

years. He has referred to them in several speeches as career centers. His idea is that students will

be able to go to their local community college and gain the necessary skills needed to find

adequate employment. Many of the jobs that will be hiring in the next few years will require

some level of education. If we want to grow the economy, and be in a position to be competitive

globally, then we have to support training and education programs that will do just that.

Over the years, they have enhanced their articulation policies so that students can transfer

more seamlessly to local universities. Transferability is important for recruitment and retention

purposes (Torre & Wells, 2014). In addition to that they are also known for providing vocational

training in an effort to address workforce needs for many years. Former Vice President Biden,

highlighted a report that discussed the expanded role of community colleges in providing what

he calls job- driven training (D’Amico, et, al. 2014, p. 197). This national attention has put the

spotlight on community colleges and added pressure for them to ensure that they are in fact

graduating students that meet workforce needs. In order for community colleges to provide the

type of training necessary they must be in constant communication with industry professionals.

“The needs of business and industry must be taken into consideration to meet the local market

demands” (O’rear, 2011, p.2).

There seems to be an increase in enrollments in community colleges and training

programs due to some short-term certificate programs that are designed to lead to employment.

A study done by Susan O’rear (2011), reveals that there appears to be a lack of communication

30

between workforce development programs and organizations such as community colleges and

business and industries (p.3). This study emphasized the need for communication as a way to

avoid graduates graduating with deficiencies in much needed skills. This may require businesses,

community members, and college personnel to sit down together to create programming that will

provide students with skills and education that are necessary for industry success. This sounds

like a simple concept however; it is not as easy as it appears. Colleges would have to be willing

to change or adjust their curriculum to accommodate the needs of a consistently changing labor

market. This would also mean colleges would have the responsibility of steering students into

majors that are more in line with occupational growth. What will happen to all the other majors

or programs? What would happen to all the faculty who teach in those programs that are no

longer in demand? These are all major questions and dilemmas that college administrations may

not be ready to tackle. The job market will continue to change, should community colleges and

training programs be expected to change with it? This would also mean restructuring the

organization as a whole on a regular basis to remain current. Embarking on major changes like

this will take a considerable amount of time and buy in from all major stakeholders. As

educators, it is our job to ensure that students are provided opportunities that will ultimately lead

to their overall career and academic success. We should think of our role as Batson (2014)

describes as “acting for the public good, working to increase the welfare of others, which intern

increases the total welfare of society” (p. 709). It is in the best interest of institutions to evolve at

the same pace as the environment in which we live in. This may mean that some faculty will

have to be retrained and possibly be required to learn new teaching methods so that they will be

able to effectively engage students in the learning process. Faculty and staff will also have to be

prepared to provide services to students who have more of a consumer mentality than ever

31

before. This can be very difficult especially knowing how hard it is to create a culture of change

on campus. We often get caught up maintaining the status quo even when we know it’s no longer

effective, just to avoid having to make changes. As Evelyn Waiwaiole, the Director for the

Center of Community College Engagement at the University of Texas explains, faculty, staff, and

administrators will have to have the courage to redesign a process for students that ensures their

success. We must be willing to meet them where they are and provide the necessary tools to take

our students to the next level. The college must prepare itself to embark on continuous change

that will be ongoing, and constantly evolving (Weick & Quinn, 1999). This may mean

eliminating programs that are low enrolled or outdated to create new programs that are better

suited to meet workforce needs. There will be resistance with this as a result of because of

departments feeling like they are ultimately fighting for their survival (Burke, 2014).

Strategies for Success

Community Colleges and Universities are looking into different strategies that will foster

greater communication and stronger partnerships between higher education and employers (Dey

& Cruzvergara, 2014). Such strategies include guided pathways, service learning, executive

mentoring programs and internships to name a few. The idea of guided pathways is that

curriculum would be designed with employers at the table ensuring that students are learning

skills for the 21st century. This will also encourage students to declare majors early in their

academic career and would align two year and four year colleges to create a seamless transfer

process. Guided pathways were created as a way to ensure that students stay on track and

focused on completing their degree. Some colleges have instituted what they call structured

degree plans that lead to on time graduation (Jones, 2015, p.26). Not only are guided pathways

useful for degree completion, but it is also useful in encouraging students to declare a major

32

earlier in their academic career. The benefits of having a declared major or an identified career

focus can be worth more than just timely completion. It also means access to opportunities that

prepare students for the world of work, such as internships and networking opportunities.

In an article by Peterson and Dover (2014), they provide a substantial amount of

information that highlights the importance providing students with internships and networking

opportunities. They state in their study that applied learning activities have proven to be more

effective and even a preferred way to learn by students surveyed. Students and sometimes

college officials alike often underestimate the importance of having multiple networking

opportunities. Eighty percent of all available jobs are never posted in any ad or on the internet

(Peterson & Dover 2014). This is why having opportunities for students to learn and sharpen

their networking skills is essential and should be imbedded through course curriculums.

Internships, service learning, and executive mentoring programs are designed to do just that. The

structure of those programs encourages communication, exploration and hands on experience.

These opportunities force students in a way to step out of their comfort and begin developing

professional relationships.

Executive mentoring programs in particular are ways students can begin the process of

creating these much-needed professional relationships. Mentors who participate in such

programs are generally asked to draw on their real- world experience in order to give students

advice about making informed career decisions and offer them insights on a range of skills such

as; time management, preparing resumes, handling interviews, work life balance and dressing for

success (Gateway Community College Mentoring Handbook, 2015).

Career Service Centers on many community college campuses unfortunately are

underutilized and underfunded (Dey & Cruzvergara, 2014, p.7). However, these centers are

33

designated areas on campus that can provide job readiness training to students, engage employers

and provide real time work experiences for students by way of internships, co-ops, and service

learning opportunities. They exist to educate and empower students as well as alumni throughout

their career development journey. Generally, career centers strive to provide personalized and

innovative services, resources and technology that will prepare students to make optimal use of

their knowledge, skills and abilities in order to compete globally for the career they deserve

(GCC, Career Handbook, 2013). According to Andrew Ceperley, the president of the National

Association of Colleges and Employers, community college career centers must work to remain

relevant by demonstrating the positive impacts their services can have on students (Carlson,

2017, p.29). Students benefit tremendously when centers have strong industry and alumni

relationships as well as the ability to create very visible, innovative programming. College’s

should also leverage the professional experience of their career service professionals as labor

market experts and explore ways to increase the resources in the centers so that they can provide

the support needed to improve students’ chances of being hired (Carlson, 2017).

Over the year’s community colleges have focused a great deal of attention on enrollment

numbers instead of student completion. Retention has become more important today than ever

before (Wild & Ebbers, 2002). With shrinking budgets, and performance-based funding looming

in the near future, community colleges can no longer afford to do business as usual. Again, the

students of today are also different and with rising cost of higher education, students demand a

return on their investment.

Workforce development programs that are housed on community college campuses have

the unique ability to design and implement on the job type educational training programs. These

are usually short term noncredit certificates that meet employers and students need for immediate

34

employment. The beauty in most of these programs is that they have the flexibility to be

customizable for employers (Buonora, 2016). They also, in some cases have the ability to be

stackable and cross over to the credit side of the house in order for students to continue their

education and earn an associate’s degree. Workforce development initiatives are most successful

when there is a healthy relationship between the college and local employers (Thomes, 2012,

p.2). More often than not, the certificates are designed with representatives from the business

community at the table actively participating in the course development.

Conclusion:

The research is very clear in that it is imperative for community colleges and training

programs to communicate needs and expectations for the success of both organizations. Business

leaders should be invited to the table when new programs are being considered in an effort to

design curriculum around industry needs for credit and noncredit programs. Business leaders

should also be open to sharing their needs and desired skills with higher education institutions.

“A partnership between business and the community college are essential in generating jobs”

(Thomes, 2012, p.2). It is all about identifying and reaching shared goals of sustainability and

economic growth. We are living in crucial times and the United States can potentially fall behind

other countries in global economic growth. There seems to be a critical need for skilled laborers

that can take the U.S. to the next level. Colleges and universities as well as independent training

programs have a vested interest in ensuring students are well trained and educated. With the

rising cost of tuition, higher education institutions have to become more industry focused in

order to attract students (Kennedy, 2013). Students today are focused on earning a degree or

learning a skill that is going to make them more marketable. The days of going to school for the

sake of being a learned individual are gone. Again, for the success of their graduates and to

35

remain competitive, institutions should continually reassess their programs and courses to make

sure they are in line with current market trends.

According to the U.S. news best job list, the top ten careers are all related to healthcare or

technology. Students should have access to this information and should feel confident knowing

that they will receive an education that will prepare them to be competitive in the workforce. In

addition to ensuring program curriculum matches industry needs, college and universities should

create and explore ways for students to gain hands on experience that will lead to them

developing skills needed. This can be accomplished by creating internships, service learning and

job readiness training in addition to other programs that allow them to experience the world of

work while still in school. The welfare to program that was created as a result of federal and state

legislation is an example of this. These programs included short-term job training and retraining

and were successful at moving welfare recipients off of welfare and into the workforce

(Andrews, 2003).

In an article by Okubena (2014), the need for skilled employers is clearly supported. The

purpose of the study was to first evaluate the significance and value of business skills, technical

skills and training needs on the overall business success. The findings confirmed that training in

business skills and related skills were in fact essential to the success of a company. The research

findings show just how the training aided in the success of a business. What they found was that

the training in business skills and other related skills actually enhanced sales results, annual

turnover, product and employee skills and development. This research study clearly

demonstrated a need for business skills like networking, entrepreneurship, communication,

computer literacy and financial management to be integrated into all training programs.

36

Opportunities for Community Colleges

As our population ages, and the economy is in a constant state flux, it has become even

more imperative that we have a skilled workforce that can enhance products and develop new

ones to sustain the environment and the way we live. Community Colleges are in a position to

provide high quality, and affordable hands on training and education that many employers are

looking for (Davis, 2008). A report done by the Georgetown Center on Education and the

workforce, shows that there are over 30 million jobs that do not require a Bachelor’s degree.

Many of these jobs can be classified as middle skills job. These jobs can be defined as jobs that

require more than a high school education, but less than a four-year degree (Torraco, 2008,

p.208). Middle skilled jobs can be found in a variety of fields such as healthcare, technology and

transportation to name a few, according to the National Skills Coalition (2012). This is

essentially an opportunity for Community Colleges to have a significant influence on the 21st

century workforce (Buonora, 2016).

Challenges for Community Colleges

Many community colleges subscribe to a universal mission that is focused on addressing

the needs of a diverse population and adhering to the changing needs of the students they serve.

There are clear academic, cultural, occupational and technological changes that have yet to be

adequately addressed. There appears to be a misalignment between an inertial deep structure and

perceived environmental demands (Burke, 2014). A change in campus culture is eminent and in

order to produce positive change Kotter and Cohen (2002), recommend redesigning the mission

and vision for the organization. In this case it would mean creating a vision and strategic plan

that would align the college with workforce needs. This may mean eliminating programs that are

low enrolled or outdated to create new programs that are better suited to meet workforce needs.

37

There will be resistance with this due to departments feeling as though they need to fight for

their survival and develop reasons to justify their existence that will be guilt inducing (Burke,

2014).

In addition to creating a college wide vision that is more focused on meeting workforce

needs, there is a desire for external stakeholders to be more engaged with community colleges.

Employers are eager to create “talent pipelines” with their local higher education institutions

(Carlson, 2017, p.22). Colleges and Universities have always welcomed stakeholder

partnerships, in fact, they can be viewed as organizations that are made up of internal and

external relationships (Selznick, 2010). However, there has been some resistance in creating

external stakeholder relationships between employers and academic departments due to the

notion that the central core of a college or university’s mission statement is grounded in the

teaching and learning process (Middaugh, 2007). Many faculty feel strongly in the importance of

teaching scholarship and not skills. However, now is the time for colleges to prepare itself to

embark on continuous change that will be ongoing (Weick and Quinn, 1999).

Assessments and Program Development

Community colleges have to ensure that the programs they offer are programs that are 1)

attractive to students and 2) going to adequately prepare them to compete in a global economy.

Program offerings with strong curriculums are important to the overall success of any institution.

Research conducted by Roberts (2008), found that curriculum development was strongly

influenced by 1) educational purposes, 2) discipline, 3) research and 4) teaching, learning and

students. Developing academic curriculum based on workforce needs was not typically

considered.

38

President Obama’s strategy to make higher education more affordable includes

components of “paying for performance” (Nisar, 2015). Now is the time for community colleges

to not only work to ensure that their academic programs are in line with industry needs, but they

must also be mindful that they can effectively assess that students are learning the skills they are

teaching. One way to do this is to conduct regular program reviews and encourage annual

assessments. Assessing student learning beyond course assignments is useful for justifying the

powerful influence colleges and universities have in awarding status to individuals. It is also seen

as a way to justify large expenses that are usually associated with higher education (Lazerson,

2010). This approach will help to inform the design of learning experiences that prepare students

for professional practice (Konsky, Miller and Jones, 2016). Senior administrators are sometimes

reluctant to embark on program reviews and assessments because faculty often feel as though

they will lose autonomy or become overly competitive with one another (Getty, et al. 2008). A

tradition of faculty autonomy, heavy workloads, competition for resources and reluctance to

change make it difficult for faculty to move away from the status quo (Getty, Young and

Whitaker-Lea, 2008).

Fields that have the largest Gap in Skills

Science and technology have been and continue to be important components to our

society that is directly tied to innovation and economic growth. Some studies indicate that the

pipeline to replenish our STEM workforce has diminished over the years. Students today are just

not pursuing those majors as once before. Women in particular are less likely to major in and

pursue STEM careers post-graduation. This becomes very detrimental to the already existing

skills gap problem. Once again, times have changed significantly over the years and women are

39

outnumbering men in degree obtainment. Yet, somehow leadership positions and careers that are

more lucrative remain male dominated and struggling to remain sustainable.

Women and STEM Careers

Women tend to be underrepresented in STEM fields due to socio-cultural factors and

stereotypes regarding their abilities (Kenney, 2012). A report outlined in the Journal of

Technology, Management and Applied Engineering, implies that women and men will have

similar STEM test results when soci-cultural factors are eliminated. However, when students

performed self-assessments the female students were more likely to report low ability in math

and science skills. If a student feels as though their math and science skills are low they tend to

favor areas that are less Math and Science intensive. Women seem to be discouraged from

pursing STEM careers at a very young age, despite their actual abilities in math and science. This

discouragement can come in many forms. For example, the type of toys that girls are encouraged

to play with don’t always allow them to tap into their critical thinking or problem-solving skills.

Coupled with that are theories about teachers having an unconscious bias towards girls and

STEM which can be very influential in a child’s decision to pursue a field or not.

Child development theorist believe that children form strong gender role expectations

about work as early as age six (Toglia, 2013, p.15). It has also been reported that children are

more inclined to choose careers that they see other women doing. It is very difficult for children

to imagine themselves having a career they don’t even know exists. This is why it is imperative

that college recruit and retain more female faculty members in those areas.

In an effort to decrease the skills gap we need to encourage young girls to pursue those

fields. One reason for women to consider STEM careers is because of the extremely valuable

diversity of experience and perspectives (Kenney, 2012). Without women in these areas there is a

40

void in experience that is felt. According to Bhatnagar, et al (2012), it would be in everyone’s

best interest to prepare more women to enter into the fields that are in need of the most skilled

and educated employees.

Conclusion:

Men and women attend college with the goal of earning credentials that will allow them

to get a job. For many years, there has been a growing trend of women outnumbering men in

college at both four-year institutions and two-year colleges. Not only are there more women in

college but they are also graduating at a higher rate than their male counterparts. In fact, many

schools have developed initiatives and other programs designed to specifically address the

retention and graduation rate of male students. The literature also highlights the fact that job

obtainment after graduation is not equal across the board. It would appear that women are more

likely to be hired right after graduation. This is because women tend to take positions that are

lower paying and outside of their major. Technology and health care are dominating the 21st

century workforce however, women traditionally do not major in these fields. Further research

should be done to explore why women are not pursuing STEM careers at the same rate as their

male counterparts. Some may argue that it has nothing to do with their ability but more to do

with stereotypes relative to their ability. As the world is becoming more and more driven by

technology, we lose out significantly if women are not in the mix (Bhatnagar, 2012).

This is a critical issue to the skills gap dilemma. With a shortage of skilled workers in

general, we cannot afford for women to not pursue careers in STEM. This is a huge population of

educated people who can potentially decrease the skills gap.

41

People of Color and STEM

Literature and enrollments reports once again suggest that community colleges serve a

significant number of students of color. Many of those students are the first in their families to

earn any type of a college degree. This can make the pursuit of a college education that much

more meaningful for the student and their families. With an understanding of the value placed on

a college education, the expectation for a return on investment becomes that much more critical.

The research is very clear in that careers in STEM fields seem to have some of the largest

gap in skills as well as having the least number of people in the pipeline ready to replace an

aging workforce. With an effort to close that gap, students of color both male and female as well

as women must seriously be encouraged to pursue those fields. Women and people of color are

often viewed as untapped potential. More has to be done to encourage these underrepresented

populations to pursue STEM if the US wants to maximize our talent and desire for global

economic success (Kofi and Torres 2015).

Summation

Higher Education should be a means for economic security for those who choose to

embark on that journey. The skills gap exists due to a lack of or mismatch in skills acquired

versus skills needed for the labor market. Business industry and institutions of higher education

must develop strategies that will allow them to work more collaboratively. Students should

expect that their college education is meaningful and will open doors for career advancement.

More importantly college graduates need to feel as though they have the necessary skills to

compete in a global economy. The measurement of success for colleges and universities is not

going to be just on how many students graduated but also, how many of the graduates are

42

working in their fields of study. With limited resources, community colleges will have to prove

their effectiveness in order to receive state and/or federal funding. With so many changes taking

place in higher education and the demand from students for a return on their investments,

assessments and accountability will become more mainstream for every institution (Nisar, 2015).

Assessments will also help colleges and universities to remain relevant and competitive. They

allow for necessary improvements to ensure students are learning the necessary skills to compete

in the 21st century global economy. As the environment and the needs of our students and

employers change, so should the institutions (Getty, et al. 2008).

We have an aging population and many business leaders are concerned with

sustainability. As it stands now, we don’t have enough people in the pipelines to fill the gaps.

This is not a problem unique to the United States. Other countries both developed and

developing are experiencing similar situations. Short term training programs have been created

to address some of the needs. Colleges, community colleges in particular are equipped to provide

training programs with in the institution at lower costs than outside training facilities. Now is the

time for colleges to take advantage of the national attention and work in tandem with the

business community to create meaningful programs that lead to immediate employment

opportunities. For those seeking a higher-level degree, it is still important for business leaders to

be a part of curriculum development. It’s not enough to just have a college degree, skills and

hands on experience is a major requirement for today’s employers. Again, we have more college

graduates than ever before but employers consistently report not being able to find qualified

candidates. We have to do a better job if we want to remain competitive in the global economy.

STEM careers are becoming a major area of focus globally. This is also an area where we

have the least number of people, especially women and people of color in the pipeline. It will be

43

important to conduct further research on what the average age is when women / girls become

disinterested in science, technology, engineering and math as well as reasons why people of color

chose fields that have lower economic value. If we can explore this further, then we can possibly

suggest strategies that will assist in the retention of underrepresented groups going into non-

tradition fields. This is not to say that non-STEM fields are not important. In general colleges

have to be concerned with preparing future workers in all areas. The goal is to have a strong 21st

century workforce. Many students go to college so that they can earn a degree and go right to

work. Colleges and Universities have an obligation to ensure that the programs they offer are

programs that are

1) Attractive to students and

2) Going to adequately prepare them for the workforce.

The literature suggests that there are significant disparities in income, health and

education. It also shows a strong correlation between educational attainment, income and

unemployment rates. In the 21st century having a college degree should begin to close or at least

narrow the disparity gap. According to the bureau of labor statistics, total employment is

projected to increase by 20.5 million jobs from 2010 to 2020. The United States must take

measures to make sure they are adequately prepared to meet this demand so we’re not left behind

all the other countries.

The mission of community colleges invites the need for such institutions to engage in

necessary changes that seek to meet the needs of a diverse student body. Change is never easy,

but very necessary. As educators, we must ensure that students who attend our colleges, work

hard to excel, are provided with opportunities that will help them to advance their career. At the

same time intuitions work to better society as a whole. A college degree of any kind has become

44

a worthy investment for many reasons. Not only is there power in being educated it also opens

up the door for so many possibilities. According to Johnstone and Marcucci (2010), in addition

to creating an environment for “advancement in democracy and social justice”, higher education

also helps to create “economic prosperity” (p. 13).

With all of the gains made regarding transferability and articulation, coupled with the

rising cost of higher education, community colleges will not only see a rise in their traditional

student population, but will also remain the most affordable option for non-traditional learners.

As Shannon and Smith (2006) explain, Community Colleges have truly become the “gateway” to

higher education and all it entails. The need that existed which led to the creation of community

colleges still exist today. These are colleges that are also responsible for educating the greatest

proportion of underrepresented students (Mullin, 2010). This is a trend that will ultimately

continue.

Community colleges will more than likely continue to be open access institutions.

According to William Dolye (2010), colleges that provide open access have some of the highest

graduation rates. This is refreshing due to the fact that many colleges in the very near future will

receive funding based on retention and graduation rates.

The economy will have its ups and downs, however, in order for community colleges to

attract students and remain a viable option they will need to make adjustments that will support

the changing needs of the students they serve. In addition to supporting the needs of students,

community colleges will need to create long lasting partnerships with employers. Not only will

this relationship help students find employment but it can also strengthen the local economy.

Connecticut has been one of those states that has consistently lost many college graduates to

other states. An estimated amount of 17,000 graduates according to a US census data report

45

from 2014, leave the state due to limited career opportunities. Unfortunately, Connecticut ranks

12th in the nation for college graduates who leave the state once they have a diploma in hand.

This is a major problem that needs to seriously be addressed, sooner rather than later.

Now is the time for colleges and employers to be active participants and partners in

working toward solutions. If they are able to establish close working relationships, they could

potentially attract more graduates to the state and prevent such a large number from leaving. This

will require colleges to make significant changes to their course offering to ensure that they are

offering programs that are in line with industry needs. The best way for this to be done is to have

employers at the table with faculty and college administrators to determine what the most needed

programs are. In addition to determining what programs have the brightest outlook, employers

should be invited to help design curriculum for those programs. That way all can be assured that

relevant, desirable skills are being taught. It may even be helpful for some industry professionals

to teach as adjuncts. The more ways colleges can engage employers the stronger the relationship

becomes. Keeping in mind that the ultimate goal for community colleges is remain affordable

and continue supporting economic development and provide pathways for individuals to move

into high- skill, high- wage jobs.

From as early on as 1828 according to The Yale report, early colleges and universities

placed an emphasis on the fact that there was an expectation that institutions of higher education

would change rapidly in order to be in a better position to accommodate the business character of

the nation (Yale Report, 1828). There was concern that they could become a thing of the past if

they didn’t get on board and make significant changes to how they ran the college. However, it

was important for them to make the changes, but to ensure that they were still in a position to

46

offer “superior education” (p.5). Although so much about higher education has changed, keeping

up with the changing environment remains a top priority.

47

Chapter III: Research Design

This study explored the experiences of faculty, administrators and employers and their

understanding of the role they play in closing the skills gap. Focusing on personal experiences

provided critical information that was useful in developing stakeholder relationships, that will

ensure students are taught the skills needed for employment in the 21st century. The overarching

question for this study was: How do faculty, administrators, and employers make sense of their

role in engaging stakeholders in the academic curriculum development process, in an effort to

ensure that community colleges are teaching skills necessary for economic success? In addition

to the overarching question, several sub questions were addressed. The first sub question focused

on faculty, administrators, and employers understanding of the skills gap and what critical

employment skills they can identify. The next sub question addressed their feelings about

actively engaging external stakeholders in the curriculum development process; and finally, the

third sub question explored how community colleges and employers created stronger

partnerships that will shrink the skills gap and lead to a greater number of employment

opportunities. The assumption is that faculty and administrators in particular, are often unsure of

the role they play in engaging external stakeholders in the curriculum development process. In

addition to that some faculty may be unaware of what the most current employment skills are

today. The assumption for employers on the other hand, is that they may lack a clear

understanding of how they can partner with higher education institutions to incorporate what

they see as the most critical employment skills in curriculum. To investigate these issues further,

a qualitative research study was conducted.

48

Qualitative Research Approach

This research was a qualitative, interpretative phenomenology analysis study. The overall

goal of the study was to understand the experiences and perspectives of the participants, and how

they make meaning from those experiences as opposed to trying to test a theory (Creswell,

2012). By using a qualitative method, the researcher had an opportunity to play a more active

role in the research process. There focus was not just on the problem, but why the problem exists

in the first place. In order to fully understand barriers to creating stakeholder relationships, the

researcher needed to have direct contact with those participated in an effort to accurately and

thoroughly report findings. Qualitative research aims to determine the where and the why of how

decisions, especially in educational settings come to be. Data can be collected in a variety of

ways which is often based on the lived experiences or perceptions of research participants.

This research also uses a constructivist paradigm. When using the constructivist

paradigm, the researcher attempts to find meaning in the research not just collect data

(Ponterotto, 2005). Interactions between the participants and the researcher are encouraged.

Although, it is essential that personal feelings be kept at a minimum, this paradigm appreciates

the reality in that researchers will bring in their lived experiences. It was imperative that the

researcher had a clear understanding from faculty, administrators and employers as to what they

believe the major issues are surrounding the skills gap and what measures can be put in place to

make meaningful, realistic recommendations for positive change.

49

Methodology

The methodology that was used for this study was an Interpretive Phenomenology

Analysis (IPA). This method allowed for an interpretation and analysis of the lived experiences

of all participants in addition to understanding what they believe constitutes good stakeholder

relationships that can ultimately enhance their ability to teach employable skills.

IPA, was developed by Jonathan Smith and others and was initially adapted within the

domain of health psychology (Rafique & Hunt, 2015). Smith (2011), found that IPA has

theoretical roots from phenomenology. Phenomenology has been around for many years and

was originally introduced by German philosopher Husserl, (Downing, 2007). Phenomenology

suggests that knowledge is achieved through interactions between researchers and participants.

Emphasis is placed on the meaning of individual experiences.

IPA is described as a more recent qualitative approach that has gained a significant

amount of popularity over the last few years. Key theorist such as Mark Tappan, explain that an

interpreter or researcher uses their own perspective, which helps them to shape their

understandings of the study (Nixon, et al. 2012). The researcher and the participant ultimately

share meaning and understanding to gain an insiders perspective (Nixon, G., et al. 2012). One

could view this as a way for the researcher to make sense of the participant who tries to make

sense of their world, which has also been called double hermeneutics.

Hermeneutics, can be understood as the art of understanding (Gallagher, 1992). As

humans, how we interpret information has a lot to do with our reflection and understanding of

our world. How we communicate with one another plays a major role in our understanding. In

order to interpret and understand, we have to be willing to communicate. Listeners as well as

the one initiating the dialogue are responsible for interpreting meaning.

50

According to Edward Jack Sugder (2013), IPA is defined as a method that allows

“rigorous” explanation of subjective experiences. In all, the goal in this approach is to provide

in-depth analysis of an individual or small group’s understanding of events and how they then

make sense of that experience. There is a unique focus on what the meanings of those

experiences are. IPA goes beyond just looking at the event and why it happened. It really seeks

to make sense of how others make sense of their experiences.

Larkin (2011), believes that IPA offers an established, systematic approach to

understanding data. This belief suggest that IPA is committed to understanding the first-person

perspective from what is essentially, the third person position. IPA is closely aligned with the

hermeneutic phenomenology and ideography.

Smith (2011), explains that ideography or having what Pietkiewicz and Smith (2012),

define as an idiographic focus requires that each case must be analyzed in great detail. This goes

beyond just presenting shared themes. The themes once analyzed will illustrate how they play

out for individuals. The overall idea is to understand how participants make sense of a particular

shared issue. By using this approach, it is assumed that every case will be closely examined as

opposed to focusing on universal issues, in an effort to help support general statements (Garrett,

2016). Practitioners in general, when using IPA, focus on themes and how individuals tell their

stories, highlighting any similarities or differences between them.

An Ideographic case study is used when there is a small sample size (Rafique & Hunt

(2015). The benefit of this approach is that researchers are able to write up a single case or an

exploration of themes that may come up in the cases. If the sample size is somewhat larger, using

an IPA approach that explores patterns and relationships between varying groups is applied

(Rafique & Hunt, 2015).

51

While other forms of qualitative inquiries focus on the cause of a problem, IPA also has a

focus on constructing an interpretation of the participants world that comes straight from

investigated experiences (Nixon, G., et al. 2012). This approach allows the researcher to become

immersed with the data. Smith, Larkin & Flowers (2009), also cite a major difference with IPA in

their willingness to enter and respond accordingly to the participants world.

Participants

The literature suggests that IPA, unlike other methods use a relatively smaller sample size

to collect data. There is also an expectation that the participants should be homogeneous and

purposively selected. This in essence means that the researcher selected participants that were

familiar with and had the greatest interest in the topic. The participants all found the research

questions significant. Similar to Phenomenology, IPA does not make any attempts according to

Smith & Osborn (2007), to test a hypothesis. Instead the goal is to explore in some detail an area

of concern.

One faculty member and one administrator (Dean or Associate Dean of Academics) from

two different community colleges, as well as two local employers representing the fastest

growing industries in Connecticut, were selected to participate in this study. According to the

Connecticut department of labor, middle skill jobs with the highest projected growth will be in

Healthcare, Computer Science or STEM and Business. All participants were purposefully chosen

and met the following criteria:1) Faculty and administrators must have at least 4-6 years of

experience working in a community college setting 2) Employers must have a keen

understanding of employment trends and industry needs. The small sample size of six

participants, allowed the researcher to truly explore the individual experiences and identify

common themes.

52

Setting

The community colleges, outside of being located in the same state, are extremely

unique in terms of the students they serve and the programs they offer. The largest of the two

colleges, which is called, The Urban Community College, is nestled in the heart of a growing

urban city. This institution is located in the southern part of a New England state. The Urban

Community College, currently has a little over 7,000 students and offers close to hundred

different degree and certificate programs. The college takes great pride in their mission to

provide a quality education at an affordable price and their ability to adapt to the changing needs

of their students.

The Rural Community College, which is the second institution, is located in the North-

East corner of the same New England state. It was established in the early sixties and is located

right outside of a residential community. This college offers over 40 disciplines in the Art or

Sciences and serves over 6,500 students. Similar to the Urban College, this college has a mission

to provide lifelong learning that will enrich personal, cultural, and economic growth.

Data Collection

IPA methodology overall requires the researcher to be open minded and flexible. This

also includes flexibility in how data is collected. The literature suggests that data can be collected

in a number of different ways such as, surveys, interviews and focus groups. However, the most

popular form of data collection when using IPA is known as semi- structured interviews. These

interviews are loosely defined so that there is enough flexibility in the discussion for both the

interviewee and the researcher to enhance the conversation. For this study, semi- structured

interviews were scheduled. Open ended questions were developed in advance, however, they

were altered depending on information shared by the interviewee (Smith & Osborn, 2007). This

53

form of interviewing also allows the interviewee to bring up information that the researcher had

not initially included in the drafted questions. The interview ultimately was guided by the

interviewee not the researcher. Smith (2004), encourages participants to speak freely with as

little prompting as possible. The idea is to gain a better understanding of how the participant

makes sense of their personal and social world. A total of three interviews were scheduled and

conducted. The first was a brief 15-minute phone conversation, the second interview was a 90-

minute in person interview, and finally, a 20-minute conversation wrapped everything up.

Procedures

Before the research was conducted, the researcher received approval from the

Institutional Review Boards (IRB) at Northeastern University and from each of the community

colleges where participants were selected. Once the approval was granted, potential participants

were identified and then contacted via phone or email. It was important that each participant

understood that their participation was completely voluntary and that they could choose to

decline to participate at any time. A letter of intent (Appendix A) outlined all of this information,

as well as ensured them as to how their identity would be kept confidential by using

pseudonyms. They also received information explaining how and where the data would be used.

In addition to providing participants with an intent letter, they were also asked to sign an

informed consent form (see Appendix B). This form outlined the details of their participation and

by signing it they were acknowledging that they fully understood their rights and responsibilities.

Upon receipt of the informed consent, phone calls were made by the researcher to

schedule initial interviews. All interviews were confirmed via email and would take place during

times and at locations that were most convenient for participants. The semi- structured, open

ended interviews would be conducted individually and face to face. Those interviews provided

54

data related to the experiences of faculty, administrators and employers as it relates to

stakeholder relationships and their understanding of closing the skills gap. A total of three

interviews were scheduled for each participant. This increased the validity of the study by

allowing the researcher and the participant to critically examine the meaning of the various

experiences (Siedman, 2013). The purpose of the first interview was to explain the details of the

research and to answer any initial questions the participant had. This interview lasted no longer

than 15 minutes. The time and date of the second interview was scheduled during this session.

The second interview, which was no longer than 90 minutes, reviewed the interview protocol and

dove into a dialogue with the researcher while answering 12 open ended questions (see Appendix

C) prepared by the researcher. The questions for this interview were designed so that participants

could share their own understandings and experiences in relation to the overarching question.

The third and final interview gave the researcher and the participants an opportunity to review

the interview transcripts, and the identified themes to ensure that all information was accurately

captured. This interview was no longer than 20 minutes. IPA requires that all interviews be audio

recorded to guarantee accuracy. Transcripts from each interview were transcribed verbatim using

specific transcription software to ensure that nothing would be lost. This process allowed the

researcher to review the transcript over and over in great detail. Handwritten notes were also

taken during the interview to capture nonverbal communication that was not evident on the voice

recordings.

Data Analysis

The first step in the analysis process for an IPA study was to reread the data while

listening to the audio recording several times (Smith et al. 2009). During the interview, the

researcher recorded their own experiences and observations during the interview in a notebook.

55

The second step of the process required notes to be written on the transcript that focused on any

similarities and differences. The comments were categorized to assist in the coding process. For

example, anything that highlighted words or phrases that described the interviewee’s thoughts

and experiences fell under what Smith (2009) refers to as descriptive. The third step required the

researcher to identify emergent themes throughout the transcript. The themes were phrases that

explained the experiences being described. The fourth step focused on patterns that showed up

throughout the emergent themes. The idea was to find commonalities among the themes and

rename them to create groups or super-ordinate theme (Smith et al. 2009). The fifth step involved

working on the next case and repeating steps one through four. The sixth and final step looked at

all the cases and identified any patterns that existed and then determined which of those would

need to be renamed. A table was created to illustrate the emergent themes. The coding process

essentially exists to define why and who for any study (Yin, 2014). After the coding process, a

narrative was developed that would provide reflections based on the analysis and data collection

experience.

Ethical Considerations

All potential participants were well informed of the nature of the study prior to their

agreement to participate. It was made clear that this research in no way was meant to cause

conflict or portray any stakeholder in a negative light.

Before interviews were conducted, participants were asked to sign a consent to

participate in the study form (Rubin & Rubin, 2012). They were also asked if the interview could

be audio recorded. Due to the nature of the study, physical health risks or threats to mental well-

being were unlikely. Interviews would remain confidential and participants personal identity as

56

well their institutions identity would be secure by the use of pseudonyms. This is done out of

respect for reputations and professional relationships (Creswell, 2012).

Trustworthiness

To ensure that this research was trust worthy it was extremely important that established

research methods were followed. For one, there was some level of consistency with similar

studies. In an effort to ensure that the study would be valid, all participants would be able to

review their interview transcripts in order to confirm that the interview was accurately

represented, this is called member checking (Glense, 2006). In addition to reviewing interview

transcripts participants had the opportunity to proof the final draft of the study. It was also

important that the study was written in a very detailed way that provided clear descriptions so

that the study would be able to be easily replicated by others. This would ensure the reliability of

the research.

57

Researcher Positionality

This positionality statement will discuss how the researcher’s personal experiences and

background has shaped her identity as a higher education professional. With this identity comes

automatic biases that will naturally have a direct influence on the researcher. For this study, the

researcher has chosen to investigate how higher education professionals and employers make

sense of their role in partnering to ensure that workforce needs are met.

Background

I was born and raised in New Haven, Connecticut. I am the youngest of two children

between my parents. Both my mother and father grew up in Birmingham, Alabama in the midst

of Jim Crow and the civil rights movement. My parents worked very hard every day to provide a

middle-class lifestyle for our family. We lived what could be considered the American dream. We

owned our own home, took vacations every summer and wanted for nothing. My mother

attended college for only a year but successfully obtained a position in a hospital lab and

eventually worked her way up to supervisor. She retired after almost 40 years of service. My

father was a Vietnam Veteran and earned an associate’s degree before I was born from the

community college I now work for. He never took a day off from work until he was diagnosed

with lung cancer in 1999 and was forced to medically retire after working for the same company

for 40 years as well. Although my parents had a limited college experience, they knew the value

of a college degree. There was never any discussion in our home as to whether or not my sister

and I would go to college, but rather what college would we be going to. It was not uncommon

in my parents’ day for people to get well-paying jobs with only a high school diploma. However,

my mother had great insight and somehow new that, that trend would not last. She strongly

believed that as African Americans and women in this country, higher education would be the

58

key to her daughters’ success. I can remember her saying, “As a black woman you will have to

work twice as hard to get to where you want to be in this world”. Similar to what James C. Jupp

and Patrick Slattery (2012), describe in their article, I now see how my personal experiences and

the indirect lessons that were taught to me have influenced my passion for the pursuit of higher

education.

Our world today has proven my mother’s inclinations to be right. The job that she held

successfully for all those years that allowed her to live a comfortable life and send two kids to

college and required very little education, now requires a minimum of a bachelor’s degree.

Former President George W. Bush once said that education is the means to ensuring that

we construct a productive and competitive workforce. The National Association of College and

Employers (NACE), predicts the in the very near future 8 out 10 jobs created will require a

college degree. An article published by the white house back in 2011 says that “community

colleges are uniquely positioned to graduate more Americans with skills that businesses need to

compete in the global economy” (Thomes, 2012, p.15). For this reason, it is important that this

be investigated to ensure that community colleges are indeed producing graduates with the

necessary skills. It is so crucial for institutions of higher education to be aligned with industry to

produce qualified employees that will contribute to the economy. I believe we have to be

intentional in our efforts to close the gap between the work that is available and the skills people

have to do the work.

I meet people every day, many of whom look like me, that attend community college

with the dream of getting an education that will allow them to have a career and make things

better for their families and their communities. As the article Decentering Hegemonic Gender

Theory, by Fennell and Arnot (2008); I would argue that in addition to gender education,

59

education in general is strongly linked to the drive to alleviate poverty through economic growth,

universal human rights, and the development of democratic governance which, in turn, is

assumed to provide the conditions for empowerment (p.525).

In an effort to rebuild the economy of the United States, Former President Barak Obama,

has referred to community colleges in several speeches as career centers. The idea is that

students will be able to go to their local community college and gain the necessary skills needed

to find adequate employment. Many of the jobs that will be hiring in the next few years will

require some level of education. If we want to grow the economy, and be in a position to

compete globally, then we have to forge partnerships that will create training and academic

programs that will do just that. President Obama was also very vocal about his desire to make

community college free. This would allow more people to have access to education, which puts

them that much closer to the American Dream.

Positionalities

Bias. As higher education professionals, I believe it is our responsibility to ensure that

our students leave our intuitions fully equipped to meet the challenges and demands of an ever-

changing economy. I feel it is a moral obligation of the college to stay true to our mission and the

value proposition that we offer our students. I tend to believe that the work I do is a way to give

back to my community and I feel a sense of joy when I am able to help students reach their

goals.

Community Colleges tend to serve a large number of students of color. If those students

are not prepared to enter the world of work, their communities will suffer. As a woman of color

and a member of the community that my college serves, I often feel compelled that I personally

espouse the college’s ideals. Pasour (2004), explains that black administrators often see the work

60

they do as a way to give back to their black communities. This is an example of Cultural

advancement. As administrators, we can find ourselves providing love, mentoring and care as a

way to support students on their way to success.

For neighborhoods that are plagued with high unemployment rates as well as violence, an

associate’s degree from their local community colleges provides hope for a better future. It has

been said time and time again, that nothing stops a bullet like a job. Gone are the days when

students would attend college out of pure self-interest. Today it would appear that a college

education is a necessity for advancement rather than a luxury. With the rising costs of tuition, we

have to do our part to ensure students learn the skills necessary to move on. The more knowledge

we provide our students the more informed and empowered they become. As an educator, I

firmly believe that we should be in the business of trying to eliminate barriers to education

instead of creating more.

Roulston and Shelton (2015), suggest that any perceived demonstrations of bias on the

part of the researcher (expressions of ideological positions, or sympathies that lie with particular

participant groups) are frequently viewed as “indicators of a poor-quality study” (p. 1). I believe

bias is inevitable whenever one is passionate about a particular issue. It’s that passion that will

help me persist throughout the research journey.

I want to see the students I work with everyday be fully prepared to enter the word of

work and add value to their communities, our community. My family equated education with

power and success. I can appreciate the fact that not everyone feels this way, nor does everyone

have the means to access education the same way. This is precisely why I remain a strong

advocate for community colleges and their ability to provide access to some of our most

vulnerable populations. I feel strongly in that education is the key to economic success.

61

I recognize that my background contributes to the bias I have when it comes to working

with students. However, I understand the notion of learning to look beyond ourselves. According

to Takacs (2002), “historical knowing teaches us to go beyond our own image” (p. 169). My

story is my story and I have learned to look beyond the expectations I have for myself.

Participant Observer- Role.

As the Director of Student Engagement and Career Development, not only do I have a

vested interest in students’ success, but they trust that my office is working on their behalf to

ensure they have what they need to be successful. Due to all of the changes in the labor market,

students seem to view higher education as a means to an end. With that they expect their

institution to fully prepare them to meet the new demands of a global economy. Many feel that

job obtainment is an automatic outcome for pursuing a college education. I feel fortunate in that

my research is very much connected to the work I do every day. In order for my research to be

meaningful I will need community college personnel and employers to participate in semi-

structured interviews. The process will be informative and yield significant findings that will

ultimately lead to the college being in a better position to meet employer needs.

Acknowledging and understanding what personal biases exists is the first step in trying

tackle any research. The ability to engage in self-reflections, critical thinking and keeping an

open mind is the first line of defense. My positionality absolutely affects my research; however,

it does not mean my research was compromised by it. The methodology that I have chosen has

aided in my efforts to keep my personal feelings about higher education, community colleges in

particular, as bias free as humanly possible.

62

Limitations

In conclusion, IPA was well-suited for this particular research because it provides insight

into how faculty, administrators and employers individually make sense of the role they play in

creating partnerships in an effort to ensure curriculum is in line with industry needs.

Understanding the various experiences will allow practitioners to make recommendations to

support stakeholder relationships that lead to student academic and eventually economic success.

It is important to note that although using IPA for this research has many benefits, there

were several limitations as well. Focusing on the lived experiences of others make it difficult to

evaluate transferability (Garrett, 2016). This is because faculty, administrators and employers in

other states and at various community colleges may have a totally different experience from

those participating in this study. There are some institutions that may have a clearer and more

defined expectation for stakeholder relationships.

Additionally, this research is limited due to the fact that it only focuses on some faculty,

administrators and employer experiences. The student voice, although very valuable, was not

included in this particular study.

Conclusion

This doctoral research study is useful to community colleges as they strive to produce

more students who have the necessary tools to close the skills gap. Through in depth, semi

structured interviews, regarding expectations and the understanding or lack thereof of roles,

institutions will be able to better position themselves to create strong, long lasting relationships

with external stakeholders, i.e. employers. It is extremely important for the voices of all key

stakeholders to be heard and critically examined before initiatives aimed at fostering

63

relationships can be created. An IPA approach to research was an effective method to ensure that

participant experiences and understandings were explored in great detail. Data from each

interview was analyzed and coded into themes that clearly highlight differences and similarities

between participants. The result of examining how participants in this research make sense of

their roles and the benefits of creating stakeholder relationships, has a significant impact on how

curriculum is designed and implemented moving forward. Once employers, faculty, and

administrators are able to create better relationships, with healthy dialogue around 21st century

skills, they will be able to effectively prepare students by developing curriculum and designing

programs that are more in line with industry needs.

64

Chapter IV: Findings and Analysis

The purpose of this study was to understand how community college faculty, academic

administrators and local employers make sense of the role they play in establishing stakeholder

relationships in an effort to close the skills gap. By examining their understanding of what it

means to actively engage in a stakeholder relationship, strategies and initiatives can be created to

ensure increased opportunities for economic success (Carroll, 2012). Strong partnerships

between employers and community colleges will not only benefit individual students and

institutions but could have significant implications for the community at large.

The overarching question for this study was: How do faculty, administrators and

employers make sense of their role in engaging in stakeholder relationships to ensure that

curriculum is in alignment with industry needs. The three subsequent sub questions were: 1)

What is your understanding of the skills gap and what critical employment skills can you

identify, 2) How do you feel about actively engaging external stakeholders in the curriculum

development process, 3) From your experience, how can community colleges create stronger

partnerships with employers to enhance their curriculums and design programs that will shrink

the skills gap and lead to a greater number of employment opportunities?

This chapter describes the key findings that became evident through the data collection

process. Data was collected by conducting semi structured interviews with six participants.

Participants for this study were chosen based on their professional expertise and overall

knowledge of the subject matter. They were also chosen due to their roles within their

organizations. In an effort to protect the identities of the participants, pseudonyms were created.

From here on out those interviewed will be referred to as: Business Employer, an associate

director of marketing from a highly successful pharmaceutical company; STEM Employer, a

65

pharmacist/ store manager for an independent company; Urban Academic Dean, a senior level

community college administrator responsible for oversight of faculty, and program development;

Urban faculty, a department chair for the automotive department who provides leadership and

oversight to the department in addition to teaching in the program. He is also instrumental in

developing relationships with employers; Rural Academic Dean, who is a member of the senior

academic leadership team, and is responsible for overseeing all adjunct faculty concerns and for

assisting the academic departments with the tools they need to be effective in the classroom;

Rural faculty, a faculty in the business department who is instrumental in shaping curriculum for

one of the more career oriented business programs in addition to teaching intro level business

courses.

Interview questions were constructed to collect data regarding the participants

understanding of the role they played in creating stakeholder relationships, and what their overall

understanding of employable / academic skills are the most critical for successful employment.

The theoretical framework that was used for this study was Stakeholder theory. This is a theory

that states that success is linked to creating value for all stakeholders involved, and that no one

can be viewed in isolation due to the interest of all being linked (Freeman, 2009; Freeman,

Wicks, & Parmar, 2004). It is believed that stakeholders are vital to the survival and success of

any corporation. This framework was outlined in greater detail in chapter 1.

Four major themes have emerged through the coding and analysis of the six interviews.

The themes are: 1) The Skills Gap, 2) Employer Needs (with subthemes of soft skills and

academic skills), 3) External Relationship (structured external relationships, challenges and

opportunities) 4) Roles and Responsibilities.

66

The Skills Gap

The skills gap describes the gap between the skills job seekers have and the skills

employers need for the success of their organizations. Many employers report that they do not

have enough qualified candidates to fill critical positions. Students are graduating with college

degrees, however there is an assumption that skills needed for successful employment are not

being taught in the classroom.

This has created a significant problem in the hiring process. Employers want to be able to

trust that candidates who come to them with an associate’s degree or higher have mastered basic

employable skills and are prepared to compete in the global economy and contribute to the

overall success of their organization.

The participants all agreed that there is a skills gap problem in this country. The Rural

Academic Dean believes that the skills gap is due to students entering community college

academically underprepared. In order to combat this, her institution offers several

developmental courses designed to help remediate and improve basic skills. Additionally, they

have mandatory first year experience courses for all their General Studies students.

In terms of the skills gap, we offer a number of sections of first year experience

courses here. Those courses are designed to teach incoming students the basic

skills that they need in order to be successful not only in the classroom, but in a

college setting in general.

Rural faculty and STEM employer agree that the skills gap is a direct reflection of

students not having some of the very basic skills such has communication, and critical thinking

fully developed. Rural faculty explains that students come to college with underdeveloped skills.

67

For whatever reason students are not coming to us with those skills honed yet. It’s

not a problem amongst the young students only. Oddly enough, I’m also seeing

this with our returning adult students as well.

Urban Faculty says the skills gap can be viewed two different ways. First, many students

show up to college academically underprepared. This is very similar to what the other

participants stated. He states that this is a “nationwide problem not a local one”. The second gap

is a link between what skills students leave the community college with and what skills

employers are actually looking for. He is proud to say that for his program, he is confident that

there is a low percentage if any, gap in what employers are looking for and what they teach in

their program because of their strong partnerships with employers.

Urban Academic Dean describes the skills gap as an issue of not having enough

practitioners in the classroom. He believes we have people who can be characterized as

academics, meaning they have never actually been out in industry, teaching the next generation

how to work in the field.

The gap in academia is understandable because the majority of people who work

in academia are not workers. They’re not practitioners. The people that design

programs and are behind curriculum development are not people who work in the

industry. They’re people that are very successful academics. It’s what I call

academic inbreeding. The gap is profound based on a fundamental inherent bias

that professionals have based on who they are.

Due to his belief that the skills gap is related to faculty not being practitioners, Urban

Academic Dean suggests that faculty may not always do the best at connecting what is learned in

the classroom to the real world.

68

They don’t see the connection, that’s why there’s a gap. If you have a class where

they’re reading poetry and literature, if you’re savvy, you can turn those things

into empowering assignments, but you have to be able to think about this practical

connection the students have to make. They have to make a connection.

The Business Employer describes the skills gap as a mismatch of skills being taught and

skills actually needed to be employed. From his perspective it’s not just an issue with community

colleges.

A large percentage of students that are graduating from college, community

college, and sometimes maybe even graduate school, that are not fully equipped

with the skills competencies, and abilities that employers are looking for.

Conclusion

The Skills Gap is problematic and has the potential to stall employment opportunities for

many college graduates. The root cause can be attributed to many things, however, the

participants agreed that the gap in employable skills was an issue worthy of exploration and

discussion. The interviews also revealed that this issue was not unique to community colleges, in

fact it is an issue that can be seen across all levels of higher education. It all boils down to how

employable skills are reinforced in the learning process.

Employer Needs

This theme emerged as participants discussed their understanding of what the most

critical employment skills are and how community colleges are positioned to ensure that those

skills are taught in the classroom. The discussion around the type of skills employers needed

most, fell within two categories or sub themes, soft skills and academic skills. Having a firm

69

understanding of what is needed to be successful in industry will allow faculty to properly

prepare students to be successful beyond their tenure at the community college.

It is important that all stakeholders have a clear understanding of each other’s needs as

they begin to form partnerships. The strength of the relationship is centered on reciprocity. In

order for the true value to be realized all parties must have an understanding and appreciation for

each other’s purpose and essential needs.

All of the participants seemed to interpret the community college mission as one

of providing quality education at an affordable price. Additionally, they see the mission of the

college as a way to properly train the next generation to compete in an ever-changing economy.

Having an educated workforce is extremely important in this day and age. STEM Employer

explained her understanding of the mission of community colleges.

Community colleges help students get some of the skills, maybe not all that

colleges and advanced degrees provide, but some tools to allow them to be able to

earn a living. Teach them skills and tools to basically work in the real- world, as

we call it.

Similar to the STEM Employer, the Business Employer, also believes that education is

critical for employment. He also states that community colleges are in a position “to provide

students an opportunity to get a good education for a fraction of the cost and in a shorter period

of time”.

The Urban Academic Dean believes that community colleges mission is to serve three

different agendas. He calls it the “three- legged stool”, service, transfer and career preparation.

70

I think the college has a strong legacy in designing programs that react very

efficiently to the workplace that are nimble and that engage practitioners at the

table.

Rural Faculty believes that she sees the mission of the community college played out in

every one of her classes. She says that the students in each of her courses a diverse in term of

their abilities, their age and their goals.

I really feel like the mission of the college is to provide access to a diverse

population and help those students achieve their goals, educational goals,

professional goals and really help them become self-reliant. The is the goal.

Similarly, the Rural Academic Dean also defines the mission of the community college as

one that exist to serve the needs of a very diverse population. She stresses the need for the

college to be in tune with the needs of the community and to ensure that they are in a position to

meet those needs.

An important part of the mission is to meet the needs of the community as well as

beyond in terms of what their educational goals, skills, training and aspirations,

you know, whatever that may be.

The participants all seemed to agree that the mission of the community college is unique

and designed to serve its students and the community in various ways. On one hand the mission

is to provide students with a quality education that will adequately prepare them to transfer to a

four- year institution. On the other hand, community colleges seek to provide its students with

the skills and education needed to enter the workforce. The institutions where the academic

participants work, pride themselves on offering high quality career programs that are currently in

demand.

71

The employers as well as those in academia agreed that there are several essential skills

needed in order for one to be successful in today’s workforce. These are the skills that separate

the employable from those who are not employable. The faculty participants relied on their

employer advisory committees to help inform their ideas regarding the most valuable skills for

employment. The skills discussed can be categorized under two sub themes, soft skills and

academic skills.

Sub- Theme One

Soft Skills. Soft skills can be described as skills that are intrinsic and mastered over a

period of time. Motivation, time management, strong work ethic, dressing for success, and

confidence can all be considered examples of soft skills. Some of these skills can be taught,

however, the majority of them are skills that are a part of one’s personality or they are developed

as a result of personal experiences in the workplace. Regardless of how one acquires them, these

skills are extremely important in any professional setting.

The internal and external stakeholders believed that soft skills are extremely important,

yet they are the hardest to teach. STEM Employer, Rural Academic Dean, and Urban Faculty all

agree that showing up on time is one of the most critical skills for employment. They also

stressed the importance of proper dress and the ability to make good decisions. Rural Academic

Dean, makes it clear that being prompt and the ability to make good decisions are much desired

professional skills.

Most employers are looking for students to come with decision making skills.

They need to know proper attire, business attire to be exact. They need to know

how to be prompt in terms of showing up on time.

STEM Employer agrees that half the battle is showing up on time for the interview.

72

People need to show up on time for the interview and to show up neatly and

professionally.

Critical thinking, oral communication, working well with others and enthusiasm are some

of the most important skills necessary in the world of work. According to Business employer

“every job needs someone with excellent communication skills, analytical thinking and critical

thinking to be exact”. He believes those are skills that will put any candidate ahead of the curve.

The faculty participants also stressed the importance of having good communication skills. Rural

Faculty explained that employers have stressed the importance of good communication.

When I look at employable skills, in general, what we’re hearing from employers

is that they want students who can critically think. They want students who can

communicate both orally and in writing, even though communication has changed

so much because of technology, they still are looking for those basic

communication skills and oral and written communication.

The two employers agree that successful employees don’t necessarily have to know

everything about the industry. They believe many things can be taught on the job, however,

employees must be willing and motivated to learn, and be able to think through problems.

Motivation is not something that can be taught in any classroom. It must come from within.

According to the Urban faculty member, he has never had a student lose a job opportunity

because they were not skillful. He reports that employers have shared with him that certain

students have missed out on opportunities because they lack fundamental employable skills, i.e.

soft skills. Both faculty participants also stressed the need for students to be empathetic, and to

possess a certain level of respect for others in the workplace. Rural faculty states that teaching

this is easier said than done.

73

The Urban academic dean discussed the importance of strong interpersonal skills and the

ability to work together as major necessities for employment.

We know that the workplace has collaboration. How do students learn that in

college? Most of college learning, traditionally, is not collaborative. For the most

part it’s individual learning.

Sub- Theme Two

Academic Skills. Academic skills are those skills that can be reinforced or taught in the

classroom. They are more concrete and easier to measure. Reading, writing, presenting, critical

thinking and the use of technology are examples of academic skills necessary for success.

In addition to uncovering critical soft skills, the stakeholders also mentioned several key

academic skills that they believe are equally important to employment. Writing and oral

presentation skills was mentioned most often by all participants. STEM Employer states that “to

get anywhere in life today, you’re going to have to know how to write both for personal reasons

and professionally”. Rural faculty discussed a process her department used to ensure they were

capturing employer needs in their academic programs. This process is called curriculum

mapping. With the help of an employer advisory board, they determined that written and oral

communication were essential academic skills needed for employment. Through the curriculum

mapping process, they were able to ensure that communication skills would be a learning

objective for all of their business courses.

The Urban Faculty discussed the fact that his program has external accreditation, which

requires them to meet with employers on a more regular basis. During these meeting, they are

given an opportunity to discuss in great detail the current needs of the industry. Because, the field

is constantly changing, they must be kept abreast of all new requirements to ensure that their

74

students are receiving the most up to date information. Rural Faculty teaches in a program that is

not accredited, however, it is a career focused program that also requires students to have the

latest knowledge in the field in order to be competitive.

We’re seeing a strong demand for this work with many job opportunities. It’s

about getting them trained and ready for the workforce. We see a lot of promise

with employment.

In addition to understanding oral and written communication as important academic

skills, Rural Faculty also discussed the importance of having good technology skills. From her

perspective employers want candidates to have a high level of comfort with technology. That

includes word, excel, databases, and even social media and web-based tools. Urban faculty stated

that since his program is a technical program, students typically do not seem to have any real

issues with the technology. However, reading comprehension and basic English skills are where

some of his students seem to struggle the most.

Those are the areas that keep my students from being successful. I have students

that are here today, they’re wonderful, they love what they’re doing, they love the

field, but they struggle with basic English.

All of the participants agreed that being able to read and then interpret what you read is

another major academic skill needed for employment today. Urban Academic Dean stressed the

fact that any deficiencies in basic skills will have an impact in employment.

Computation, communication, reading and writing are critical. If you’re out in

the workforce and any of these skills are weak, it’s going to be problematic.

75

Conclusion

Employers today have very unique needs and require future employees to come to the

table equipped with the right skills and ability to help them move their organization forward. The

employers explained that they had no problem teaching some of the technical nuances of the

actual job, however, there are basic skills that they should not have to teach. In fact, the

employers and the faculty participants agreed that soft skills in particular are some of the hardest

skills to teach. They all felt strongly in that success in today’s workforce is predicated on one’s

ability to demonstrate competency with their soft skills. The academic skills are just as important

as the soft skills. These are skills that can be taught across multiple disciplines in the classroom.

Mastery of these skills are not only needed for employment but they are also needed in order to

graduate from most institutions of higher learning. The ideal candidate should possess both

academic and soft skills. Having those skills is what separates the employable from the

unemployable.

External Relationships

The theme of external relationships emerged as participants discussed ways they

currently partnered with other organizations. External relationships in general are important for

innovation and developing professional contacts within the community. The more structured the

relationship the more successful the relationship would be according to the participants. It was

important that there was a high level of trust and that all were in agreement with the goal and

objectives for the relationships. As with most partnerships, participants were able to identify

what they believed to be challenges and opportunities to establishing and maintaining external

relationships. Clearly from their perspective the opportunities far outweighed the challenges.

76

Establishing strong external relationships from the employer’s perspective and from the

community college perspective, is encouraged and highly preferred. The employers stressed the

need to work with higher education institutions in order to grow their workforce. As a local

independent business, STEM employer makes an effort to reach out to neighboring colleges and

high schools in an effort to create relationships that will result in internship opportunities.

We reach out to schools, colleges and high schools, just to let them know we are

here. We’re hiring and we are here to help and mentor the next generation of

workers.

The Business employer is only familiar with competitive internship programs that are

offered through his organization. However, he believes that those programs can be expanded to

provide more opportunities for a greater number of college students. Similar to STEM Employer,

Business Employer’s organization prides its self on creating relationships that are essentially

designed to prepare a new generation of workers.

Sub- Theme One

Structured External Relationships. The college administrators stated that they strongly

encourage faculty and staff to establish external relationships with employers. They conveyed an

understanding of the benefits to establishing these relationships. They indicated that they were

aware of certain academic departments such as Rural and Urban faculty’s that had functioning

structured relationships in the form of advisory boards. The various boards consist of faculty, and

employers in the field. They are designed to provide current industry information to the academic

departments. Urban Academic Dean believes that some programs do a better job of engaging

their external stakeholder than others. According to him all departments technically are supposed

77

to meet with an advisory board at least once a year. However, he believes some of the meetings

do not go as deep into the weeds as they should.

All programs, even the transfer programs, maybe especially the transfer programs

should have an active advisory board. Certain programs have done remarkable

work with this. All new programs, every new program that’s been developed since

I’ve been here has worked with some kind of advisory committee.

Similar to the Urban Academic Dean, the Rural Academic Administrator, believes

advisory boards are important to the vitality of certain career programs. It is her understanding

that programs that benefit the most from advisory boards are the ones with external accreditation

or the ones that have more of a career focus. The Urban faculty and the Rural faculty also

discussed their understanding and the role they play in working with an advisory board. The

Urban faculty says that his program is required through a separate accreditation to meet with an

advisory board at least twice a year. He states that “members of the advisory board are highly

regarded and make useful suggestions as to what the most critical current skills are”.

Rural faculty, says that her department also meets with an advisory board at least once a

year. During those meetings her department actively engages employers in a discussion about

changes in the field. She states that with the help of her advisory board, her department has

formed a new partnership with a four -year online institution. With this new partnership, they

have been able to design a new Bachelor’s degree that the Associate’s degree fits right into. They

are working on creating an MOU that will ensure a seamless transfer for a program that

traditionally had no transfer options. This experience has also opened the door for other transfer

programs within her department. She credits the success of this opportunity, to the

recommendations that were made by the advisory board.

78

Employers have stated that they eventually want candidates with a Bachelor’s

degree. An associate’s degree and a certificate limit the advancement options for a

student. To advance in today’s workforce, in this field in particular, more

education is needed.

In addition to having advisory boards, Rural Faculty recommends internship

opportunities as a way to provide students with hands on work experience and build relationships

with employers at the same time. One way to provide these opportunities is through a structured

program like a coop. She spoke very highly of her organizations cooperative education program.

This program is responsible for developing relationships with external stakeholders in order to

secure internship opportunities for students. She also discussed how vital the cooperative

education program is to her department. Internships are optional for students in her program,

however, they are strongly encouraged. She credits much of the success to the internship

opportunities to the coordinator of the cooperative education program.

The director of the cooperative education program is amazing and has really

worked very hard to develop relationships with many of the local hospitals.

For Urban Faculty, internships are built into the curriculum of the program. Every student

gets an opportunity for some real-world experience. He believes that the internship component is

one of the most successful components of the program. It is also a major factor in maintaining

their external accreditation.

I think the employers are catching on and are finding ways to get involved at the

educational level and help steer the graduates toward them. Our partners have

realized that they have a tremendous shortage of skilled technicians for well-paid

careers. It’s a win/win situation.

79

Business employer as well as STEM employer feel strongly about providing internship

opportunities for students. It is their belief that the need to create strong relationships with

colleges is a way to not only give back and mentor a new generation of workers, but also a way

to increase their service delivery without increasing their expenses. All participants agreed that

students tend to be more successful in the workplace if they have some real-world work

experience in their field of study.

Opportunities. All participants expressed that they believed there was a tremendous

amount of value in creating external relationships with employers. Students ultimately benefit

from the college having these relationships. In the case of the Urban faculty, his program would

not exist without the external relationships. As someone who used to be one of those employers,

Urban faculty, felt as though he knew exactly what approach to take with the employers. He truly

believed in using the relationship as a way to help inform the curriculum.

Most of the employers I deal with have realized that they need college level

higher order thinking skills, so they’ve partnered with colleges to do it. I think

community college is perfect for that, because we can be flexible, we’re the best

value on the planet and typically we serve populations that aren’t being served by

the four -year institutions.

All of the participants believed that having external relationships with employers was an

excellent way to make sure curriculum and program development was created with industry

needs in mind. All but the Rural Academic Administrator, felt strongly in having employers play

an active role in the curriculum development process. The Urban Academic Dean suggest that

it’s not just career programs with external accreditation that should work collaboratively with

employers. He believes all academic disciplines should partner with employers to design new

80

programs and enhance curriculum. As an independent company, STEM Employer believes the

vitality of her organization depends on her ability to partner with area colleges and high schools.

She feels as though; the relationships can provide students with the real-world experience they so

desperately need and help her company stretch their resources.

I think there is a huge opportunity. We’re all strapped for funds, we’re all

strapped for time, so we can use the free help, for a lack of a better way to put it.

Urban faculty agrees with STEM Employer, in that establishing external partnerships are

vital to the survival of today’s educational institutions. He states that “if we don’t change, we

will be gone”. He stresses the fact that we can no longer afford to work in a vacuum. Student

needs are different as are employer needs. He says “we must keep that in mind as we move

forward”.

Challenges. Although all of the participants agreed that external relationships are

necessary, they also agreed that there were some challenges in creating those partnerships.

STEM employer discussed the issue of time as one major barrier to developing ideal

relationships.

Time is a challenge for everyone. There’s only so many hours in a day, and

positions. You can only take so many students at a time, otherwise you wouldn’t

be doing them justice.

For Rural faculty, the biggest challenge she faces is an issue of confidentiality.

It’s hard to get cooperative work experiences for our students in the medical field

because patient information is so highly protected. It’s not impossible and we

certainly are getting our students internships, but we’ve seen some stricter rules

with respect to educational opportunities.

81

Urban faculty feels as though finances or lack thereof, can pose a huge challenge to

stakeholder relationships. In addition to that he believes one of the main challenges is the

resistance of many people within the community college to form partnerships.

A challenge is the resistance of people in higher education to change.

Traditionally colleges have not had to adapt or change, they just keep going,

unlike industries who have to change or they die. Too many in academia are

comfortable doing what they have always done- working in silos.

Urban Academic Dean, says that one of the major challenges in having external

relationships is the desire to be all things for all people. According to him “community colleges

do not exist to be driven by an agenda from one employer”.

Stakeholder relationships should be a professional collaboration. It’s meant to be

strategic, and broader than maybe a single industry or single collection of people. When

you bring advisory teams to the table, you have to figure out, are you bringing

representatives in that think about the broader implications of the industry? What are

they really looking for? We have to make sure the work experience will be genuine for

students and not just free labor for the employer.

Business Employer, says his company is always willing to partner with colleges. He

believes it is a win/ win for both the employer and the college. Although the Rural Academic

Dean, like the other participants, believes that external partnerships are extremely valuable, she

is not convinced that they should be a part of the curriculum process. She says that having them

play a major role in the process would “slow the process up tremendously”.

82

Conclusion

It was evident from the discussions with the participants that creating external

relationships were valued and strongly encouraged. The faculty interviewed worked to establish

active advisory boards that they believed had a direct impact on the success of their programs

and created job opportunities for students. The advisory boards played a major role in helping the

department chairs ensure that their curriculum was relevant to the industry. The boards were

established with an understanding of what goals the faculty had for employer involvement.

The employers as well as the community college faculty and administrators expressed the

importance of establishing strong relationships to secure internship opportunities for students.

Internships are an excellent way to prepare for the world of work. They allow employers to

mentor and educate future employees. The experiences are invaluable and are a direct result of

strong stakeholder relationships between community colleges and employers.

Roles and Responsibility

When establishing relationships, it is important that all involved clearly understand the

responsibility associated in working with others and the role they play in creating meaningful

partnerships. In order for the relationships to be successful there has to be a level of trust and

transparency. In addition to trust and transparency, there must be a demonstrated high level of

commitment to the stakeholder relationship from leadership. The theme of roles and

responsibility emerged as the participants communicated their understanding of the process in

establishing external relationships that will be long lasting.

The Urban Academic Dean, Urban Faculty, Rural Faculty, and STEM employer all see it

as their responsibility to develop external relationships. In fact, they view it as a part of their job,

not just something good to do. Urban Academic Dean, believes that his role in engaging

83

stakeholders as a senior leader, clearly demonstrates how committed the college is to the

partnership.

My role is to represent the president when I go into stakeholder meetings and I

can say to them; just how appreciative the president and I are to them for all their

help. My role is to give the presence of leadership and institutional affirmation. I

really like that part of my job.

The faculty participants believe that they as well as every other faculty and staff member

at their perspective institutions also play a major role in establishing external stakeholder

relationships. Whether the relationships are with other higher educational institutions or with

employers it is critical to the work that one does at a community college to have these

relationships. They feel strongly in that the responsibility cannot fall on just one person or area at

the college. As department chairs, however, Urban Faculty and Rural Faculty both believe that

they are responsible for actively recruiting the employers to be on their advisory boards. The

Urban Academic Dean, believes that his role is to ensure that the advisory boards are functional

and consists of more than just friends.

There was a consensus amongst the majority of the participants, that employers through

an advisory board, should be invited to participate in the program and curriculum development

process. They saw this as a way to ensure that there would be an alignment between employer

needs and what it taught in the classroom. Urban Faculty believes that this is a great idea for all

departments.

I think it makes great sense. Could you imagine even in our core academics, a

table with a department chair of humanities and an employer at the same table

talking about what their needs are working on curriculum. I think it’s a great idea.

84

The Rural faculty says that leadership at her institution strongly encourages faculty to

engage in external stakeholder relationships. She feels as though the roles and responsibilities

within those relationships are clearly defined.

That is part of my role here. It’s not confined to the classroom. Those external

classroom experiences are so important. Making sure students get exposed to

employers in any way, shape or form is critical. That’s an important part of what I

do.

On the contrary, Rural Academic Dean believes that it is the responsibility of the

president and the development office to create those relationships.

I don’t see that as my role. That’s really the development office and the

President’s responsibility since their mission is fundraising and relationship

building.

Due to his position within his organization, Business Employer says his role in

establishing partnerships is very limited. He believes the human resources department or the

communication/ public relations office is responsible for this function. However, he feels as

though those relationships are essential and should be nurtured.

In addition to nurturing the relationships, the participants also stressed the need for clear

guidelines to be established. Although, there is some difference in how they view their individual

roles, the participants support the idea of their organizations essentially ensuring that those

relationships are properly maintained. Those in academia felt as though the messages from

senior leadership was extremely supportive of external relationships. The employers also felt as

though their leaders supported the organization developing partnerships with higher educational

institutions to further increase their qualified candidate pipeline.

85

The participants all agreed that in order for the relationships to be successful there must

be a level of trust and transparency between all involved. The Urban Academic Dean stressed the

importance of having agreements that truly benefit all. He calls it principle opportunism.

I think that’s what community colleges are all about. It’s not just, let’s take

advantage of whatever we can, but let’s find principled opportunities and do it in a

principled way, not in an unscrupulous, manipulative, unethical way.

Conclusion

External relationships are successful when all involved have a clear understanding of the

shared goals and an awareness of the roles and responsibility that they bare in ensuring that the

relationships are meaningful. It is essential that there is open communication between the

employers, faculty, and administrators. If roles are not clearly defined, they run the risk of being

in authentic. Leaders with in each organization must set the tone for how the relationships will be

established. If they communicate their expectations they can ensure that the relationships will be

beneficial to all, most of all for students.

Summary

This chapter captured the essence of six interviews and detailed the themes and findings

through the coding process. The themes that emerged were: The Skill Gap, Employer Needs,

with sub themes of soft skills and academic skills, External Relationships with a sub theme of

structured external relationships, (challenges and opportunities) and Roles and Responsibility.

The data shows how the participants identify a skills gap and what their understanding of

employer needs are. Additionally, the data also explains how they make sense of the role they

play in establishing external stakeholder relationships. All of the participants expressed a clear

86

understanding of the need for community colleges and employers to be in partnership with one

another. They all seemed to view the relationships as a win/win for all involved. They also

acknowledged the fact that today’s student and the 21st century workforce requires the two

entities to be in alignment.

In order for community colleges to ensure that they are properly training the next

generation of workers they must have an understanding of what is needed for success in today’s

labor market. Higher education professionals can read about current market trends; however,

nothing beats hearing directly from the employers themselves. College students today enter

college with the expectation that they will gain all the necessary skills needed to make them the

ideal candidate for employment. They trust that the people who are responsible for educating

them will be completely knowledgeable beyond just what is communicated in class. Faculty are

held in high regard by students and are seen as the experts in all things.

Community colleges have always prided themselves on being institutions that can

respond quickly to the changing needs of the community. They are still institutions responsible

for educating the greatest proportion of underrepresented students (Mullins, 2010). The mission

of most community colleges state that they will provide education related to upward career

mobility and lifelong learning opportunities. For this reason, many rely on community colleges

to train a new generation of workers. Additionally, the rising cost associated with higher

education make community colleges a more realistic option for many because of its low cost.

However, a lower cost in no way should mean a subpar education. In addition to responding to

the changing needs of the community, these colleges brag about their ability to offer a high-

quality education at an affordable cost. Therefore, they owe it to their students to ensure that they

will be more prepared for life after attending than they were before they started. The return on

87

investment is more important today than it has ever been. Many community college students see

higher education as a way to advance their economic status. For years there has been messaging

that states the benefits of a college degree. Many companies, as was discussed in chapter one, are

now requiring a college degree as a basis for employment. Because of this new reality,

community colleges and employers should work in tandem to make sure they are preparing

students to compete in the 21st century.

Community colleges are not strangers to stakeholder relationships. They have been very

successful over the years with creating transfer agreements with four- year colleges and

universities. These agreements have yielded positive results in terms of streamlining the transfer

process. These relationships have been extremely important as community colleges attempt to

compete with other schools for high achieving students. The community college has also worked

with employers on the noncredit continuing education side of the house. This area of the college

traditionally has been the area responsible for developing short term training programs for

specific employer needs. Community college students today need more. They need credit baring

programs to include employers to their roster of external stakeholder relationships. Not all

students will transfer and not all students want short term training. Many are looking for an

education that is going to prepare them for a middle skilled career.

Establishing strong stakeholder relationships can be the key to providing students the

return on investment they deserve. Employers can bring a wealth of knowledge to the curriculum

development and program design process. They will be able to share current trends and ensure

that the necessary skills needed for success are properly infused in the curriculum. Not only will

employers be able to share information with faculty, but through the relationships they will also

be able to provide networking and internship opportunities for students. There will be further

88

discussion regarding recommendations and implications for community colleges and employers

in chapter five.

89

Chapter V: Discussion and Implications for Practice

The purpose of this study was to understand how community college faculty,

administrators and employers in Connecticut, view their role in establishing stakeholder

relationships. The goal was to explore in detail how the varying organizations can establish

relationships in an effort to be in alignment to close the skills gap.

This was a qualitative research study, which used an Interpretative Phenomenological

Analysis (IPA) approach to examine how the participants viewed their role and understanding of

stakeholder relationships based on their own lived experiences. Using an IPA approach allowed

the researcher to interpret just how the participants made sense of their experience establishing

strong stakeholder relationships.

The Stakeholder theory (Freeman, 1984; Donaldson & Preston, 1995) was used as the

theoretical framework for this study. The basis of this theory states that success is linked to

creating value for all stakeholders involved, and that no one can be viewed in isolation due to the

interest of all being linked (Freeman, 2009; Freeman, Wicks, & Parmar, 2004). In other words,

stakeholders are seen as important components to the success of any organization. The success,

however, is based on the fact that all stakeholders involved benefit from the relationship.

There are three essential components to Stakeholder theory, Descriptive, Instrumental and

Normative. The Descriptive approach looks more intensely at the relationship from the

perspective of the corporation or employer in this research (Donaldson & Preston, 1995). With

the Instrumental approach there is an understanding that there will be a productive end for all

organizations involved. The Normative approach to the Stakeholder theory provides meaning

and purpose to business stakeholder relationships (Donaldson & Preston, 1995).

90

The stakeholder theory was able to provide guidance and context for the study. It was

also instrumental in the data analysis process, and in understanding the who, how and why

relationships are formed.

Participants for this research included two faculty members and two senior level

academic administrators from diverse community colleges along with two employers from

different fields. The data collected from those interviews produced four major themes. The

themes provide context and overall understanding to the overarching question of: How do

faculty, administrators and employers make sense of their role in engaging in stakeholder

relationships to ensure that curriculum is in alignment with industry needs, and to the sub

questions: What is your understanding of the skills gap and what critical employment skills can

you identify, How do you feel about actively engaging external stakeholders in the curriculum

development process, and From your experiences, how can community colleges create stronger

partnerships with employers to enhance their curriculum and design programs that will shrink the

skills gap and lead to a greater number of employment opportunities. In this chapter the major

themes will be discussed to determine if they are consistent with similar research. Following the

discussion of the findings, recommendations for practice will be presented. At the end of the

chapter a brief overview of recommended future research will be presented.

The themes that emerged directly from the analysis of six semi structured interviews are

Skills Gap, Employer Needs, External Relationships and Roles and Responsibility.

Themes Highlights

Skills Gap Stakeholders believed that there is

indeed a skills gap

Many students are academically

underprepared

Students lack basis soft skills

91

There is a gap that exist between what

is being taught in the classroom and

what employers are actually looking

for

Faculty are academics not

practitioners

Employer Needs Education is critical for employment

Soft skills, such as communication,

critical thinking, enthusiasm are

essential skills needed

Academic skills such as, writing,

reading, oral presentation, and

comprehension are critical

External Relationships External relationships are encouraged

Structured relationships such as

advisory boards are important

Internship opportunities provide

students with much needed real-world

experience

Cooperative education programs are a

great way to foster external

relationships with employers and

provide students with field work

experience

Roles and Responsibility Faculty participants believe it is their

personal responsibility to develop

external relationships with employers

They pride themselves in actively

recruiting the advisory board members

There has to be a level of trust and

transparency between all involved

Each stakeholder holds some form of

leadership role within their

perspective institutions

92

The Skills Gap

The interview data showed that the stakeholders have a firm understanding of what the

skills gap means in today’s workforce. All of the participants discussed their understanding of the

skills gap based on their own personal experiences. For some, the skills gap is the result of

students entering college academically underprepared. They discussed the fact that many

students begin their academic career by taking developmental courses that will hopefully assist

them in becoming more prepared. Participants also defined the skills gap as the result of what

skills are being taught in the classroom versus the skills employers actually need future

employees to have. One of the academic administrators interviewed suggest that those in

academia for the most part, are not practitioners. From his perspective a number of professors at

the community college have spent the bulk of their professional careers in academia not working

in the fields in which they teach. He believes that this reality causes a gap in what skills are

reinforced in the classroom and what skills are needed for successful employment. With so much

focus on content, he believes students are often unable to apply what they learn in class to a real-

world setting. Faculty must work to ensure that their content is applicable and that it is relevant

in today’s global economy. Although there were some varying opinions regarding the skills gap,

all the participants were in agreement that there absolutely was a gap that needed to be addressed

one way or another. The participants understanding of the skills gap is consistent with the

literature that states that the skills gap is the result of “not enough workers with the necessary

skills in the workforce” (Martin, et, al. 2010). Research clearly defines the skills gap as a mis

match in skills being taught and skills needed for employment. According to the research

D’Amico, et al (2014), a skilled workforce is extremely important for economic recovery.

93

In summary, this theme is a demonstration of how faculty, administrators and employers

define the skills gap. They understand that there is a significant problem when skills possessed

by future employees do not match skills needed for employment. Some of the participants

believed the gap was a result of students entering college academically underprepared and others

believed the skills gap was due in part to what’s being taught in the classroom not always being

in alignment with industry needs. Regardless of the cause, the definition of the skills gap

remained consistent with each participant and with the literature.

This theme is also in line with the descriptive stakeholder approach in that there is an

understanding that a problem of skills needed for employment do not always match the skills that

future employees actually possess.

Employer Needs

The analysis showed that the participants from the community colleges as well as the

employers agree that external relationships are extremely important to the success of their

organizations. This is consistent with research that suggest “educators and business leaders must

develop a deeper partnership that enables the adaption of curricula and co-curricular experiences

to build competencies and encourage a deeper learning” (BHEF, 2013).

The employers in particular, believed that education was a critical requirement for

employment today and in the near future. Both employers viewed the community colleges as

viable institutions that could ensure students receive the appropriate skills necessary for the 21st

century workforce at a fraction of the cost of four-year colleges and universities. Former Vice

President Joe Biden cosigned this assumption by referring to community colleges as job- driven

training centers (D’Amico, et, al. 2014). The employers made it clear that they can teach the job,

94

but they need candidates with some basic skills before they are employed. Those skills can be

classified as soft and academic skills.

The employers as well as the faculty and administrators all believed that soft skills are

critical and the hardest to teach in the classroom. For example, many of the participants felt that

having a good sense of time (i.e. being on time) was one of the most critical soft skills to possess.

From their experiences candidates don’t always place a strong emphasis on being on time. The

STEM employer explained that employers in general often take for granted that people know to

show up on time, but that is not always the case. The Urban faculty member interviewed

explained that he had several students “who missed out on great opportunities because they

lacked fundamental employable skills” (personal communication, 2018). Interpersonal skills and

the ability to work well with others were also quoted as major necessities for employment.

There were several academic skills that the employers and those from the community

colleges believed should be taught in the classroom. Writing and oral presentation skills were at

the top of the list for the participants. They stressed in great detail just how important they

believed all forms of communication is to any employment situation. According to the STEM

employer, “in order to get anywhere in life today, you’re going to have to know how to write”

(personal communication, 2018). On the academic side, Rural faculty discussed a mapping

process that her department used to ensure that all of the courses had a significant amount of

writing. Another academic skill that was mentioned by Rural faculty was comfort with

technology. This includes word, excel, databases and social media and web-based tools. We live

in a world that is driven by technology, therefore, it is essential that those who will be entering

the workforce embrace technology and learn how to use it to their benefit. This theme is

consistent with what researchers have found to be the most critical skills for employment.

95

According to a study that was done in 2016 by the National Association of Colleges and

Employers (NACE), verbal and written communication was rated as the most preferred

employable skill.

In summary the descriptive approach to stakeholder theory, once again was evident as

this theme emerged. This approach focuses on the perspective of the employer in this research

according to Donaldson & Preston (1995). This approach also suggests that the employer

perspective is essential to the development of stakeholder relationships. Community colleges

must have an understanding of what employers are looking for in order to define and develop the

type of relationships they will have with external entities. In order to build strong relationships

that seek to address a need, there must be an agreement from all stakeholders as to what that

need is. This will also determine the number and the amount of time that should be dedicated to

each of the stakeholders (Buonora, 2016).

External Relationships

The data showed that the participants felt supported and encouraged by the leaders within

their organizations to have external relationships. This theme is consistent with the research

which highlights the desire for colleges and universities to have stronger partnerships with

employers (Dey & Cruzvergara, 2014).

The employers viewed the external relationships with educational institutions as a way to

grow their workforce and ensure they have qualified candidates in the pipeline. The STEM

employer as well as the Business employer, believed that creating stakeholder relationships was

a win/ win opportunity for them and the colleges. Their experience with the stakeholder

relationships were realized through their organizations offering various internship opportunities.

The business employer discussed the competitive internship program that is offered through his

96

company and how he believed that those programs should be expanded to provide more

opportunities for a greater number of students. Similarly, the STEM employer discussed her

desire to expand the internship opportunities her organization is able to offer. She also discussed

the fact that since she runs an independently owned and operated company, having interns allows

her to have additional staffing without the extra cost. She also viewed this as an opportunity to

mentor and teach the next generation of workers. Researchers Peterson and Dover (2014), also

suggest that internships are extremely important for students to apply what they have learned in

the classroom to the real world.

Structured relationships. The community college administrators and the faculty

participants believed that there was a need for the colleges to have structured external

relationships with employers. Similar to STEM and Business employer, they saw the value in

establishing these relationships. Rural Faculty and Urban Faculty discussed the importance of

their departments having active advisory boards that consists of local employers. From their

experiences the advisory boards have been extremely instrumental in ensuring that their

curriculum is current and effectively meets the needs of the workforce. The advisory boards have

also allowed them to develop internship opportunities for their students. The Urban Academic

Dean suggest that “all programs, even transfer programs should have active advisory boards”

(personal communication, 2018). One major advantage to having advisory boards is their ability

to provide a different perspective to the curriculum development process. They are able to

provide the faculty with up to date information regarding changes in the field. This relationship

also ensures that curriculum and new programs are designed with industry needs in mind. In

addition to highlighting the positive opportunities these relationships create, the participants also

noted that there are some challenges as well. Limited time and resources in addition to some

97

faculty resistance to the relationships were described as challenges to developing external

stakeholder relationships. The literature supports this idea, that some faculty view their

participation in stakeholder relationships as being outside of their work as scholars (Fernandez,

2007). The Urban Academic Dean also noted that another major challenge for community

colleges is when they are “expected to be all things to all people” (personal communication,

2018). He goes on to express the need for the structured relationships to have a clear balance in

order to prevent the college from being driven by one employer’s agenda.

In summary the feelings expressed by the participants regarding stakeholder relationships

is consistent with other research that links successful employment outcomes with strong

partnerships between colleges and universities and the business world. This theme is an example

of the Instrumental approach of the stakeholder theory. One of the critical components of this

theory is the perceived benefit for all stakeholders. Although the participants acknowledged that

there are some challenges with external relationships, they all communicated their desire to

engage in stakeholder relationships because of the value it brings to their organizations. From

their perspective and personal experiences, the benefits of the reciprocal relationship outweighed

any challenges.

Roles and Responsibility

The theme of Roles and Responsibility allowed for a closer look into the perceived

obligations of the stakeholders in developing relationships. This is indicative of the normative

approach to the stakeholder theory. This approach focuses on the meaning and purpose to

stakeholder relationships (Donaldson & Preston, 1995). The majority of the participants

believed that they were personally responsible for creating and maintaining stakeholder

relationships. This understanding is contrary to research which states that faculty in particular are

98

not always given clear direction from senior leaders as to what role they play in engaging in

stakeholder relationships (Ward, 2003). The faculty in this study believed their position within

the organization required them to have a significant role in engaging external partners. Urban

Faculty made it clear that his programs’ external accreditation required him to have strong

external stakeholder relationships. For Rural Faculty, she believed her role as an educator went

beyond the classroom. She expressed the need to create these partnerships to enhance the

learning experience for her students. As the manager of her organization, STEM employer

believed that she was responsible for outreach and for developing relationships with educational

institutions.

The Urban Academic Dean stated that his role as a senior leader was to go to external

stakeholder meetings to demonstrate a high level of commitment from the administration of the

institution as stakeholder relationships were being developed. This feeling expressed by the Dean

is in line with research, that states the in order for these relationships to be successful it must

come from the top down and be supported by the organization as a whole (Fernandez, 2007).

In summary the need to have well defined guidelines were the sentiments of all

participants. They agreed that in order for the relationships to be successful there had to be a

level of trust and transparency between all involved. According to the normative approach these

relationships can only be successful if faculty, college administrators, and employers are willing

to establish productive, trustworthy relationships with shared agreed upon goals. An essential

component of the relationship will require communication of needs and expectations for the

success of both community colleges and employers. The data is consistent with the focus of this

stakeholder approach.

99

Conclusion

The overarching research question that guided this study is, How do faculty,

administrators and employers make sense of the role they play in engaging in stakeholder

relationships? The three sub questions for this study are: 1) What is your understanding of the

skills gap and what critical employment skills can you identify, 2) How do feel about actively

engaging external stakeholders in the curriculum development process, and finally, 3) From your

experience, how can community colleges create stronger partnerships with employers to enhance

their curriculums and design programs that will shrink the skills gap and lead to a greater number

of employment opportunities. The data collected from the interviews provided answers to all of

these questions based on the lived experiences and personal understanding of all of the

participants.

The findings are consistent with research that states that community colleges are in a

position to provide successful economics in the world (D’Amico, et al. 2014). Employers have

become increasing concerned with the lack of skilled candidates for employment in the pipeline,

as the workforce continues to age. According to the BHEF (2013), “educators and business

leaders must develop a deeper partnership that enables the adaption of curricula and co-curricular

experiences to build competencies and encourage a deeper learning” (p.4). Essentially, now is the

time for community colleges and employers to form stronger working relationships.

Faculty, administrators and employers agree that establishing relationships with one

another will result in community colleges and employers being in alignment to close the skills

gap. They defined the gap as a mis match in the skills needed for employment and the skills one

actually has. This understanding is consistent with other research. Whether the participants

believed the gap was due in part to students being academically underprepared or from students

100

not being able to apply what they learn in the classroom to the real world, they made it clear that

a gap absolutely exists. They believed that partnering can open the lines of communication and

allow for educators to be in the loop with changing industry needs. Developing strong

stakeholder relationships between community colleges and employers will allow both

organizations to work in concert to close the skills gap and ensure economic success for the next

generation of workers. The idea is that these strong relationships will allow for employers,

administrators and faculty to work together in order to develop curriculum and design programs

that are in demand. More importantly, the necessary skills needed for success will be infused into

every discipline. The majority of the participants were in support of employers having a role in

the curriculum development process.

Additionally, they agreed that there are soft as well as critical academic skills that are

needed for employment. For example, they all believed that critical thinking, reading, writing

and communication were key skills. The literature review revealed similar thinking in a survey

that resulted in educators also listing the ability to communicate, think and have the capacity for

lifelong learning as essential employable skills (McLaughlin, 1995).

The participants for this study felt strongly that community colleges are in a position to

provide education and skills training to the 21st century workforce. Colleges students today are

interested more than ever in a return on investment. They begin their college careers with the

expectation that they will receive preparation for their future career. Thelin (2003), explains that

the return on investment for most is a passport into the American middle class. Students want an

education that is truly in line with their educational and career goals. Community colleges can

ensure that they are providing this information if they work in tandem with employers in the

field.

101

The various components of the stakeholder theory nicely illustrate how community

college faculty, administrators and employers develop effective yet flexible relationships. The

data showed that the participants defined their stakeholder relationships through the lens of the

three different approaches to the stakeholder theory. The descriptive approach was evident in two

different themes, skills gap and employer needs. The instrumental and normative approach was

distinguishable in one theme each, as the discussion around roles and responsibilities and

external relationships emerged.

The lens of descriptive stakeholder theory outlines the need for stakeholders to

understand the interest of their own organization as they begin to identity and establish

relationships with others. As participants described their understanding of the skills gap and what

skills they believed were needed for employment, they were able to identify where some of the

gaps were in relation to what’s being taught in the classroom and what is needed for

employment. This realization will assist the stakeholders in designing the type of external

relationships that benefits them the most.

The instrumental approach to stakeholder theory appeared as the participants

communicated what they believed to be mutual benefits to establishing relationships with one

another. They understood that in order for the relationship to be successful, the employers and

the community college personnel must be willing to work together on shared goals. For this

study the desire and ability of the community college to properly train the next generation of

workers is a shared outcome with the employers.

Normative stakeholder theory focuses more on the moral and ethical component of the

theory. This was evident when the participants discussed their understanding of their individual

roles and responsibilities and the need to have clearly defined guidelines as well as trust and

102

transparency. It was noted that there was a desire to ensure that the relationships were ethical and

yielded positive results for students.

In conclusion, community colleges have become very popular over the years due to the

affordability and the fact that they continue to support economic development and provide

pathways for individuals to move into high- skill, high wage jobs (D’Amico & Morgan, 2014).

College students today enter college with the goal of transferring to a four- year college at the

conclusion of their time at the community college, or they are looking for sustainable

employment upon graduating with an Associate’s Degree. According to Humphreys (2013), 85.9

percent of first year students report that they are attending college to get a better job. Education

today is considered a necessity for economic success. This makes it imperative that community

colleges work to ensure that they are properly addressing the needs of their changing student

body.

If employers and community college personnel engage in meaningful reciprocal

relationships they can ensure that those critical skills are infused into the curriculum and the

program development process. There is an understanding amongst the participants of this study

that the opportunities for economic advancement can be realized through clearly defined

stakeholder relationships. They also communicated a firm understanding of the role they played

in establishing these important relationships.

All of the commonalities that exist between community colleges and employers should

help the stakeholder relationships become a long term well established partnership. The survival

of educational institutions is dependent on their ability to make appropriate episodic and

continuous changes necessary to accommodate the needs of the students and the community they

serve. As most community college mission statements suggest, the college should be in the

103

business of providing lifelong learning opportunities that will always be in a position to adjust to

a changing environment. The next section offers recommendations for practice that are based on

findings from this study.

Recommendations for Practice

It is important to understand how community college faculty, administrators, and

employers view their role in establishing stakeholder relationships. This understanding will assist

with the development of initiatives designed to foster external partnerships moving forward.

This study can be used to inform community colleges as they make decisions about

external stakeholder relationships. They can see the various perspectives, which will allow them

to understand the benefits and challenges to establishing relationships to ensure proper alignment

with workforce needs. The following recommendations can be considered to enhance current

practices.

Community Colleges will need to make career readiness and employability a top priority.

The researcher can be instrumental in this process, by sharing the result of this study with her

own institutions administration and through the shared governance structure to create buy in. The

commitment to enhance students’ skills must be understood by the entire community. It must

become a part of the fabric and culture that make each institution a viable option for students

looking to create a dynamic future for themselves and their families. There are some departments

for accreditation purposes that do a very good job of addressing industry needs. For most of

those programs this is done by establishing advisory boards with key stakeholders. Since this is

being done on a smaller, individualized scale, there is no need to reinvent the wheel. The

researcher can work collaboratively with administrators, department chairs and program

coordinators to closely examine the structure of the stakeholder relationships of those select

104

departments in an effort to create similar structures for all academic departments. Ultimately it

should be clearly communicated that all academic departments will be strongly encouraged to

create advisory boards which will consists of other faculty members and employers. Even

programs such as Liberal Arts and Sciences and support departments like Humanities, and Social

Sciences should also be encouraged to establish advisory boards and create stakeholder

relationships with employers from diverse fields. Ideally, the boards would be active with

mandatory meeting requirements of at least two meetings during the academic year. Community

college administrators should enthusiastically highlight the benefits of stakeholder relationships

with employers and possibly provide incentives as a way to create the needed buy in from

faculty. Through the facilitation of these relationships, employers and faculty will be able to sit

together and openly discuss their understanding of what employable skills have been deemed the

most critical for the 21st century workforce. Establishing strong partnerships will ensure that

career readiness skills are properly infused in the curriculum. It is important for community

colleges to be strategic in how they engage employers. Faculty should recruit employers to serve

on their advisory boards who hold senior leadership positions within their organization or have

the ability to hire or offer internship opportunities. This would not only signify the institutions

level of commitment to the relationship, but it will also ensure that the college is receiving

critical information from a credible well-established source. The college also benefits from

having employers around the table who are willing to hire or provide internship opportunities to

students on the strength of the stakeholder relationship and the shared goals communicated.

Information as to how community colleges can nurture their stakeholder relationships to

ensure that students will receive valuable internship experiences will be provided by the

researcher. All of the participants discussed their understanding of how important internship

105

opportunities are. According to Silva, Lopes, et al (2015), “internships tend to significantly

enhance a graduate’s employability” (p. 703). Cooperative education programs like the one

referenced by some of the participants can be used to ensure that internships are properly

developed and managed. Students also have an opportunity to receive college credits for their

experience. For those colleges that do not have cooperative education programs, faculty should

work collaboratively with their campus career development offices or an equivalent entity, to

assist them in the internship development and monitoring process. Internships are an excellent

way to “deepen the collaboration between the academic institutions and the employers” (p. 705).

All programs should work to incorporate some form of hands on experience into the

curriculum or through co-curricular or service learning activities for their students. Similar to

internships, service learning in higher education provides students with the opportunity to

practice what they have learned in the classroom to real world settings. Bennett, Sunderland,

Bartleet and Power (2016), explain that “service learning is designed specifically to allow

students to apply their knowledge within community contexts” (p. 145). These experiences are

an excellent way to teach or help students sharpen their soft skills while encouraging engagement

within the community at large. The more exposure to environments where academic and soft

skills are required, the more prepared students will be to enter the workforce.

Community colleges should look to their career services departments to help develop

formalized mentoring programs as a way to foster positive relationships between employers and

students. If colleges are able to engage employers in the mentoring process, they can create long

lasting relationships with key stakeholders. Mentors can be seen as very valuable assets to the

college. The more engaged and connected they are the stronger the stakeholder relationship will

be. Formalized mentoring programs teach students early on how to network with professionals.

106

Career oriented mentoring programs are important for sponsorship, teaching professional

language and introducing the rules of work according to Thomas, Lunsford & Rodrigues (2015).

Pairing students with professionals is another way to ensure that those hard to teach soft skills

are addressed.

Additionally, administrators should work with department chairs and program

coordinators to perform regular, frequent program assessments that will ensure that current and

new programs are relevant and designed with the students desire to be career or transfer ready at

the end of the academic tenure. Ramlo (2015), states that the “key components of program

assessments include program improvement, improved student learning and adequate student

preparation for the workforce” (p. 207). Program assessments can be viewed as the main

ingredient for the overall health and life of an institution. It is important that the college

continuously re-evaluate the programs they offer and the course content. In order to remain

relevant colleges must make it their business to ensure that they are keeping up with the

changing times and addressing the needs of the community they serve. As the Urban Faculty

participant explained, community colleges cannot afford to continue doing business as usual. “If

we don’t change we die” (personal communication, Urban Faculty, 2018). Ultimately, curriculum

and program development should be developed, enhanced or changed to meet the needs of the

21st century student, not the needs of faculty, staff or administrators. By engaging in regular

program reviews, colleges will be in a position to ensure that what they are offering is in line

with industry needs. Today it doesn’t seem to make much since to have a plethora of programs to

choose from, if many of those programs do not lead to employment or are unable to transfer to a

four- year college or university. Having employers at the table as stakeholders can help the

community college stay current and provide realistic opportunities for students.

107

In order for stakeholder relationships to be successful, community colleges will need to

allocate resources and allow faculty the time they need to engage employers effectively. By

meeting with senior administrators, the researcher can bring awareness to this issue and propose

realistic solutions. This may mean providing some class release time or allowing them to use the

relationship building to count toward their additional responsibilities. Time and money were

mentioned during the interview as barriers to external relationships. There are some Department

Chairs and Program Coordinators who are already making the time to establish good

relationships. Colleges should closely examine what they are doing so that they can replicate it

across disciplines.

As a result of having many discussions with faculty and administrators, as well as closely

examining best practices, the researcher can suggest ways for all to be in agreement as to what

the roles and responsibilities for establishing stakeholder relationships are. There has to be an

understanding that all members of the college are responsible for ensuring the academic and

career success for students. As stated in many mission statements community colleges are

designed to embrace change to meet the needs of a changing student population. Department

chairs and program coordinators or a designee from all programs should be encouraged to form

structured advisory boards with employers that have the ability to influence curriculum and

program development.

The employers in this study expressed an understanding and a need for their

organizations to partner with community colleges to create an educated pool of potential

employees. Businesses throughout Connecticut can look to this study to get a better sense of

what the benefits of working collaboratively with institutions of higher education can be. This

can be done by publicizing the findings of this study on social media and on the college’s

108

individual websites. Additionally, the researcher can seek out business or present this information

to large organizations like the Chamber of Commerce for various towns. If leaders in industry

are open to working with their local community colleges they can increase the probability that

program development and curriculum design will speak to their unique business needs. With an

aging workforce it is critical that a new generation of workers be adequately prepared to compete

in an ever-changing global economy. These relationships can provide opportunities for

employers to have a direct impact on student learning. By working hand and hand employers and

community colleges will be in a better position to develop a plethora of internship opportunities

for students. These invaluable experiences will not only benefit the students, but also has the

ability to allow the employer to train and mentor future employees in an inexpensive way.

Limitations

There are several limitations that may have impacted the applicability of this study:

Faculty and administrators from only two different community colleges were interviewed

The faculty interviewed represented areas that are considered more career oriented

Only two employers were interviewed

All participants were from the same state

Recommendations for Future Research

The findings of this research study can be used to influence further research to

better understand how community colleges and employers can create meaning stakeholder

relationships to close the skills gap. An in-depth look at how the community colleges engages in

other stakeholder relationships can be explored for comparison. Many community colleges have

well publicized relationships with four- year institutions to ensure a streamlined transfer process.

These relationships have been cultivated over time and have proven to be extremely successful

109

for both the community college and the four – year colleges and universities. Further research

could examine how the three aspects of the stakeholder theory are manifested within those

relationships. In an effort to investigate whether the relationships are similar to those with

employer’s researchers could study:

Are faculty more inclined to engage in stakeholder relationships with other educational

institutions

What is the perception of faculty who teach in support areas such as Social Science

and Humanities

The skills gap can mean many things depending on how you look at it. There is literature

that supports the idea that the skills gap is also a result of not having enough people to fill many

of the jobs that will be open in the next few years especially as it relates to Science, Technology,

Engineering and Math fields. Further research can be done to address the need to encourage

underrepresented groups of people to pursue those areas of study. According to Kenney (2012),

women would bring much needed diversity of experience and thought to the field. Researchers

Kofi and Torres (2015) explain that the US should encourage underrepresented populations to

pursue STEM in order to maximize the talent pool for global economic success. Further research

on this idea of a skills gap can be explored using a different theoretical framework. The study

could focus on:

Career development education for women and people of color

Role models and the impact they have on career decisions

How are STEM careers introduced and marketed to students

The role teachers play in encouraging or discouraging careers

110

The difference in the messages women and men receive regarding career

decision

111

References

Abowitz, K. K. (2006). The Interdependency of Vocational and Liberal Aims in Higher Education.

About Campus 11, (2) p.16-22

Apostle, P.S. (2017). Perceptions of Moral Identity Development Through the Reading

Experiences of Adolescent Girls in a International School Setting: An Interpretive

Phenomenological Analysis. Available from Dissertations and Theses @ Northeastern

University

Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2010). Trends in global higher education: Tracking

an academic revolution. Rotterdam/Boston/Taipei: UNESCO Publishing,

Amdur, E, (2015). Divides. Las Vegas review journal

Anfara, Jr, V. A., & Mertz, N. T. (2015). Theoretical frameworks in qualitative research. Los

Angeles, CA: Sage Publications

Andrews, H. A (2003). Enrollment Trends in Community Colleges. ERIC Digest

Batson, D. C. (2014). Why act for the public good? Four Answers. In J. C. Weidman (Ed.),

Economics and Finance of Higher Education 709-717. Boston, MA: Pearson Learning

Solutions.

Benites, M. (2014). An Interpretative Phenomenological Analysis of

Academically Resilient Hispanic Graduate and post-graduate students. Available from

Dissertations and Theses @ Northeastern University

Bennett, D., Sunderland, N., Bartleet, B., & Power, A. (2016). Implementing and Sustaining

Higher Education Service- Learning Initiatives: Revisiting Young et al.’s Organizational

Tactics. Journal Of Experiential Education, 39(2), 145-163

Bessette. D.; Burton. Sharon. (2014). Academic Career Development for Non-Traditional Higher

Education Environments. Journal of Applied Learning Technology, 4(4), p.19-22

Bhatnagar, K.; Kenney, L.; McGee, P. (2012). Different, Not Deficient: The Challenges Women

Face in STEM fields. The Journal of Technology, Management, and applied Engineering,

28 (2)

Bicknell, B. W. (2008). How Community College Presidents Frame the Purpose of Higher

Education. Available form Dissertations and Theses @ University of Massachusetts

112

Buonora, D. (2016). The Community College and Stakeholder Engagement in Workforce

Education and Training: A Case Study. Doctoral Thesis. Northeastern University p.1-107

Bureau of Labor Statistics. Labor Force Statistics from the current population survey. Available at:

http://www.bls.gov/cps/cpsaa01.pdf.

Burke, W. 2014. Sources for Understanding Organizational Change & Rethinking Organizational

Change; Organizational Change. pp.1- 27. Sage Publications, Inc.

Business Higher Education Forum (2013). The National Higher Education and Workforce

Initiative: Forging Strategic Partnerships for Undergraduate Innovation and Workforce

Development p.1-29

Butin, D. W. (2010).The Education Dissertation. Thousand Oaks: A Sage Company.

Carroll, T. (2012). What is the Ideal Relationship between Higher Education Programs and

Workforce Needs? Todd Lundberg, University of Wisconsin.

Carlson, S. (2017). The Future of Work: How Colleges Can Prepare Students for the Jobs Ahead.

Chronicle of Higher Education

Carson, T.L. (2003). Self-Interest and Business Ethics: Some Lessons of the Recent Corporate

Scandals. Journal of Business Ethics 43:389

Crewell, J. (2012). Educational research planning, conducting, and evaluating quantitative and

qualitative research (4th edition). Boston: Pearson

D’Amico, M., Morgan, G.B., Katsinas, S., Friedal, J. (2014). State Director Views on Community

College Workforce Development. Career and Technical Education Research, 39 (3), p.

191-211

Dey,F., Cruzvergara, C.Y. (2014). Evolution of Career Services in Higher Education. New

Directions for Student Services, 2014 (148), p. 5-18

Donaldson, T.M. (2002). The stakeholder revolution and the Clarkson principles. Business Ethics

Quarterly, 12(2), p. 101-111

Donaldson, T., Preston, L.E. (1995). The Stakeholder Theory of the Corporation: Concepts,

Evidence, and Implications. The Academy of Management Review, 20 (1) p. 65-91

Dowling, M. (2007). From Husserl to van Manen: A review of different phenomenological

approaches. International Journal of Nursing Studies, 44, p. 131-142.

113

Doyle, W. (2010). Open- Access Colleges Responsible for Greatest Gains in Graduation Rates.

National Center for Public Policy and Higher Education. Policy Alert p. 5

Dwyer, L. (2016). Why Aren’t Black Students Picking Majors that Lead to High Paying Jobs?

http://www.takepart.com/article/2016/02/09/black-students-don’t-pick-majors-high-paying-

jobs.

Dyer, J. H., Singh, H. (1998). The Relational View: Cooperative Strategy and Source of

Interorganizational Competitive advantage. The Academy of Management Review, 23 (4)

p. 660-679

Fennell, S., Arnot, M. (2008). Decentering Hegemonic Gender Theory: The Implications for

Educational Research. Journal of Comparative Education, v 38 (5) p.525-538

Freeman R.E., Harrison, J.S, Wicks, A., Parmar, B. (2004). Stakeholder theory and “the corporate

objective revisited”. Organizational Science, 15 (3), p. 364-369. doi:

10.1287/0rsc.1040.0066

Freeman, R.E., Harrison, J.S, Wicks, A., Parmar, B & De Colle, S. (2010). Stakeholder Theory: The

State of the art. Cambridge, U.K.: Cambridge University Press.

Friedman, A. L., & Miles, S. (2004). Stakeholder theory and communication practice. Journal of

Communication Management, 9 (1), p. 95-97

Gallagher, S. (2002). Hermeneutics and Education. SUNY Press p. 49-60

Garrett, T. C. (2016). Faculty perceptions of parental involvement in higher education (Order No.

10099124). Available from Dissertations & Theses @ Northeastern University.

(1781671155). Retrieved for http://ezproxy.nneu.edu/login?url=https:search-proquest-

com.ezproxy.neu.edu/docview/178167115?accountid=12826

Gateway Community College Career Services Handbook, (2013)

Gateway Community College Mentoring Handbook, (2015)

Getty, L. J., Young, D. Y., Whitaker-Lea, L.D. (2008). Casting the Assessment Net Wide:

Capturing All Student Learning. Wiley InterScience DOI: 10. 1002/abd.247

Glense, C., (2006). Becoming qualitative researchers: an introduction 3rd edition. New York, NY

Pearson Education, Inc.

Greenwood, M., De Cieri, H. (2007). Human Resource Management: Stakeholder theory and the

ethics of HRM. Oxford University Press p. 119-136

114

Hardison, M.D. (2004). Older Reentry Community College Women: Their Start, Delay, Choice

and Experience p. 1-133 (Doctoral Dissertation). North Carolina State University, Raleigh

Hillman, N. W., Orians, E. L. (2013). Community Colleges and Labor Market Conditions: How

Does Enrollment Demand Change Relative to Local Unemployment Rates. Research in

Higher Education 54 (7) p. 765-780

Humphreys, D. (2013). Success after College: What Students, Parents, and Educators Need to

Know and Do. Liberal Education, Vol. 99 (2)

Johnstone, D.B. & Marcucci, P.N. (2010). Financing Higher Education Worldwide: Who Pays?

Who Should Pay? Baltimore: The Johns Hopkins University Press.

Joch, A. (2011) Going Lean: Impending money woes force tough choices, forecast fundamental

shift in Community College funding.Community College Journal, v81, n6 p32-37

Johnston. W. B. (1991). Global Work Force 2000: The New World Labor Market. Harvard

Business Review

Jones, R. A. (2014). Therapeutic Relationships with Individuals with Learning Disabilities: A

Qualitative Study of the Counselling Psychologists' Experience. British Journal of Learning

Disabilities, 42(3), p. 193-203.

Jones, S. (2015). The Game Changers: Strategies to Boost College Completion and Close

Attainment Gaps Change: The Magazine of Higher Learning, 47 (2) p.24-29

Jones, T.M., & Wicks, A. C. (1999). Convergent stakeholder theory. Academy of Management

Review, 24(2), p. 206-221

Jordan- Epping, J. Pruitt, S., (2005). Preparing the 21st century global healthcare workforce. BMJ

2005; 330: 637

Jupp, J, C., Slattery, P. (2012). Becoming Teachers of Inner- City Students: Identification

Creativity and Curriculum Wisdom of Committed White Male Teachers. Urban Education

47 (1) p.280-311

Kasper, H.T. (2002). The Changing Role of Community Colleges. Occupational Outlook

Quarterly

Kennedy, E.L. (2013). A Community College Partnership with a For- Profit Education

Corporation: A Case Study in Entrepreneurism (order No. 3594814). Available from

115

Dissertations & Theses @ Northeastern University. (1443860323). Retrieved from

http://ezproxy.neu.edu/login? url= https://search- proquest-com.ezproxy. neu.edu/doc

view/ 1443860323?acountid +12826

Kotter, J. P., Cohen, D. S. (2012). The Heart of Change: Real- Life Stories of How People Change

Their Organization. Harvard Business Review

Labaree, D. (1997). How to succeed in school without really learning. New Haven, CT: Yale

university press.

Larkin, M., Eatough, V., & Osborn, M. (2011). Interpretative phenomenological analysis and

embodied, active, situated cognition. Theory & Psychology, 21(3), p. 318-337.

doi:10.1177/0959354310377544

Lazerson, M. (2010). Higher education and the American dream. New York, NY: Central

European University Press.

Martin, C., Anderson, L., Cronin, B., Heinen, B., Swetharanyan, S. (2010) Predicating job

decisions in tomorrow’s workforce. Journal of Employment Counseling, 47, p.167-179

McLaughlin, M., Clearinghouse, E. (1995). Employability Skills Profile: What are Employers

looking for. Counseling and Student Services

Middaugh, M. (2007). Creating a culture of evidence: Academic accountability at the institutional

level. New Directions for Higher Education 2007 (140), p. 15-28

Mullin, C.M. (2010). Rebalancing the Mission: The Community College Completion Challenge

(Policy Brief 2010) Washington, D.C. American Association of Community Colleges

Nisar, M.A., (2015). Higher Education Governance and Performance Based Funding as an

Ecology of Games. The International Journal of Higher Education and Educational

Planning, 69 (2) p.289-302

Nixon, G., Evans, K., Kalischuk, R. G., Solowoniuk, J., McCallum, K., & Hagen, B. (2013).

Female Gambling, Trauma, and the Not Good Enough Self: An Interpretative

Phenomenological Analysis. International Journal of Mental Health and Addiction, 11(2), p.

214-231.

O’Hara, R. J. (2006). The Yale Report of 1828 Part I: Liberal Education and Collegiate Life. The

Collegiate Way

116

Okubena, O. (2014). An Evaluation of Business skills and Training needs within selected small

manufacturing businesses in the Vanderbijlpark area of Gauteng Province, South Africa.

African Journal of Hospitality, Tourism and Leisure. Vol 3 (1)

Osei -Kofi, N., Torres, L. (2015). College admissions Viewbooks and Grammar of Gender, Race,

and STEM. Cultural Studies of Science Education 10:527-544

O’rear, S., Bray, N., Hardy, D., Harris, M., and Katsinas, S. (2011). A Qualitative study of a rural

community college workforce development customized training program. Dissertation

for the Department of Educational Leadership, p.1-149.

Pasour, K.M. (2004). The language of educational experiences in the African American school:

The ethic of caring. The Delta Kappa Gamma Bulletin, 70(4), p.9-14

Peterson, R. M., & Dover, H. F. (2014). Building Student Networks with Linkedin: The Potential

for Connections, Internships, and Jobs. Marketing Educational Review, 24(1), 15-20

Pietkiewicz, I., Smith, J.A. (2012). A practical guide to using Interpretative Phenomenological

Analysis in qualitative research psychology. Czasopismo Psychologiczne, 18(2), p.361-

369

Ponterotto, J.G. (2005). Qualitative Research in Counseling Psychology: A Primer on Research

Paradigms and Philosophy of Science. Journal of Counseling Psychology, p.126-136.

Powell, K.S., Jonkovich, J.L. (1998). Student Portfolios: A tool to enhance the traditional job

search. Business Communication Quarterly, 61 (4) p.72-82

Rafique, R & Hunt, N (2015) Experiences & Coping Behavior of adolescents in Pakistan: An

Interpretative phenomenological analysis. International Journal of Qualitative Studies on

Health & Well-being, 10:26039

Ramlo, S. E. (2015). Q Methodology as a Tool for Program Assessment. Mid-Western Educational

Researcher, 27(3), 207-223.

Roberts, P. (2015). Higher education curriculum orientations and the implications for institutional

curriculum change. Teaching in Higher Education, 20 (5) p. 542-555

117

Roulston, K., Shelton, S. A. (2015). Reconceptualizing bias in teaching qualitative research

methods. Qualitative Inquiry, 21(4), p. 332-342

Rubin, H., Rubin, I. (2012). Qualitative Interviewing: The Art of Hearing Data. Sage Publications

Savage, G., Nix, T., Whitehead, C., Blair, J. (1991). Strategies for Assessing and Managing

Organizational Stakeholders. The Executive, 5(2) p.61-75

Schlottmmann, A. (2011). Linking Higher Education & Workforce Development: A Step Towards

Sustainable Economic Development in Nevada. Prepared for UNLV

Shannon, H. D., Smith, R. (2006). A Case for the Community College’s Open Access Mission.

New Dir Community College 136

Silva, P., Lopes, B., Costa, M., Seabra, D., Melo, A. I., Brito, E., & Dias, G. P. (2016). Stairway to

Employment? Internships in Higher Education. Higher Education: The International Journal

Of Higher Education Research, 72(6), 703-721.

Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16 (2) p. 211-223

Smith, J. A. (2004). Reflecting on the development of interpretative phenomenological analysis

and its contribution to qualitative research in psychology. Quality Research in Psychology,

1(1), p.39-54

Smith, J.A., Larkin, P., & Flowers, M. (2009). Interpretive phenomenological analysis: Theory,

methods, and research. Thousand Oaks, CA: SAGE Publications

Smith, J., Osborn, M. (2007). Interpretive Phenomenology Analysis. Qualitative Psychology p.53-

81

Sugden, E. J. (2013). Looked-After Children: What Supports Them to Learn? Educational

Psychology In Practice, 29(4), p.367-382.

Takacs, D. (2002). Positionality, Epistemology, and Social Justice in the Classroom. Social

Justice, 29 (4) p.168-181

Taylor, A., & Kahlke, R. (2017). Institutional Logics and Community Service- Learning in Higher

Education. Canadian Journal Of Higher Education, 47(1), 137-152.

118

Thomas, J. D., Lunsford, L.G., & Rodrigues, H.A. (2015). Early Career Academic Staff Support:

Evaluating Mentoring Networks. Journal Of Higher Education Policy and Management,

37(3), 320-329.

Thomes, N.J, “Creating employable graduates in career and technical education: Defining the

partnership between business and the community college” 2012. Graduate Thesis and

Dissertations. Paper 12485 p.1-154

Toglia, T. (2013). Gender equity issues in CTE and STEM education. TechDirections, 72, 14-18

Torraco, R., (2008). Preparation for mid-skilled work and continuous learning in nine community

college occupational program. Community College Review 35 (3) p.208-236

Torre, D., Wells, R. (2014). Evolving statewide transfer policies: Persistent efforts in tension with

workforce development among Massachusetts community colleges. Education Policy

Analysis Archives, 22(20)

Weick, K. E; Quinn, R. E. (1999). Organizational Change and Development. Annual Review of

Psychology. Research Library Core. p 361

119

Appendix A

Letter of Intent

Subject Line: Kellie Byrd Danso request your participation

Dear (Name),

My name is Kellie Byrd Danso and I am a student in the Doctor of Education program at

Northeastern University. I am in the dissertation phase of my program and would be honored if

you would be a participant in my study.

The focus of my research is on understanding how faculty, administrators and employers view

their role in creating stakeholder relationships to ensure that curriculum and program

development is in line with 21st century workforce needs. The goal of this research is to gain a

better perspective of the topic through exploring individual experiences in your own words.

If you choose to participate in this study, the expected time commitment will be between two-

three hours total over three different interviews. The first and the third interaction can be done

via phone and the second interview will be done in person at a time that is most convenient for

you. Your participation is voluntary and you may decline to participate at any time. All

information collected during the interviews will be completely confidential. You will be

identified by a pseudonym instead of your real name. All data collected for the research will be

destroyed once the study is complete.

If you are interested in participating please email me at byrddanso.k@husky.neu.neu.edu and

include the information listed below. Additional information about the study will be provided.

120

Name: ___________________________________

Email: ___________________________________

Phone Number: ____________________________

Preferred days and times to meet: ___________________________

Thank you for considering to participate in this research.

Kind Regards,

Kellie Byrd Danso

121

Appendix B

Informed Consent Document

Northeastern University

Principle Investigator: Brian Bicknell

Student Researcher: Kellie Byrd Danso:

Title of Project: Closing the Skills Gap: Community Colleges and Employers in Alignment

Informed Consent to Participate in a Research Study

We are inviting you to take part in a research study. This form will tell you about the study, but

the researcher will explain it to you first. You may ask this person any questions that you have.

When you are ready to make a decision, you may tell the researcher if you want to participate or

not. You do not have to participate if you do not want to. If you decide to participate, the

researcher will ask you to sign this statement and will give you a copy to keep.

Why am I being asked to take part in this research study?

We are asking you to participate in this study because of your position as an employer,

Community College Academic Dean or Associate Dean or because you are a community college

faculty member who teaches in the automotive, business or humanities departments.

Why is this research study being done?

The purpose of this research is to explore how community college faculty, administrators, and

employers view their role in creating partnerships that can potentially provide significant

contributions to career and economic success.

What will I be asked to do?

If you decide to participate in this study, you will be asked to

speak with the researcher by phone for a brief discussion about the study and then again

at the end of the study to wrap up.

be available to meet with the researcher in person to answer twelve open ended questions.

Where will this take place and how much time will it take?

15-minute interview over the phone,

60-90-minute face to face interview in a mutually agreed upon location

20-minute wrap up interview either by phone or face to face.

Will there be any risk or discomfort to me?

Due to the nature of the study, physical health risks or threats to mental well-being, or any

discomfort are unlikely

122

Will I benefit by being in this research?

There will be no direct benefit to you for taking part in the study. However, information from this

study may help us to create new initiatives that will lead to greater economic success for

community college students.

Who will see the information about me?

Your part in this study will be confidential. Only the researcher will see the information about

you. No reports or publications will use information that can easily identify you in this study.

Pseudonyms will be used when you or your organization are referenced in the study. You will

have an opportunity to review your interview transcript to ensure that it is accurate. All of the

data for this research will be stored on a password protected computer. The printed copies of the

transcripts will be secured in a locked file cabinet that only I will have access to. The data will be

kept for three years in this secure location, for possible use in scholarly journals.

Can I stop my participation in this study?

Your participation in this research is completely voluntary. You do not have to participate of you

do not want to and you have the right to refuse to answer any question. Even if you begin the

study, you have the right to quit participating at any time.

Who can I contact if I have questions or problems?

If you have any questions about this study, please feel free to contact Kellie Byrd Danso, at

byrddanso.k@husky.neu.edu , the person mainly responsible the research. You can also contact

Brian Bicknell, at b.bicknell@northeastern.edu, the Principal Investigator.

Who can I contact about my rights as a participant?

If you have any questions about your rights in this research, you may contact: Nan C. Regina,

Northeastern Univ., Human Subject Research Protection, 360 Huntington Ave., Mailstop: 560-

177, Boston MA 02115-5000

617-373-4588, n.regina@northeastern.edu

Will I be paid for my participation?

You will not be paid for your participation in this research.

I agree to take part in this research.

Signature of person agreeing to take part Date

123

Printed name of person above

Signature of person who explained the study to the participant above and obtained consent

Date

Printed name of person above

124

Appendix C

Interview Protocol

An interview protocol has been developed based on the research questions. Each question

is designed to examine how faculty, administrators and employers view their role ensuring

students learn the necessary skills to meet workforce demands and close the skills gap. The

following are questions that have been developed to initiate the interview conversation:

1. How long have you worked in a community college setting? And how do you

view your position within the college?

2. What is your understanding of the mission of community colleges?

3. From your experiences what is the process for developing curriculum? What

role if any do you play in that process?

4. What is your knowledge and understanding of employable skills? What

academic skills do you believe are critical for future employment?

5. How would you describe the skills gap?

6. What is your understanding of opportunities or challenges with external

stakeholder relationships?

7. Are you aware of any external relationships with your institution?

8. What messages if any have you received from senior leaders regarding

external relationships?

9. How do you see your role in establishing or engaging in stakeholder

relationships with employers?

125

10. In what ways can the college ensure that their students are learning the

necessary skills to become employable?

11. Describe the level of involvement faculty or staff at your institution have in

helping students become employable.

12. How would you characterize the colleges relationship with local employers?

If the relationship is not strong, what can be done to strengthen the

relationship?

126

Appendix D

Telephone Script

Hello (participant name),

Thank you for agreeing to participate in this research study. The purpose of this research

is to explore how community college faculty, administrators, and employers view their role in

creating partnerships that can potentially provide significant contributions to career and

economic success. By examining their understanding of what it means to actively engage in a

stakeholder relationship, strategies and initiatives can be created to ensure increased

opportunities for economic success. By teaching employable skills and offering academic

programs that are directly in line with industry needs, community colleges will be better

positioned to attract new students, which will increase overall enrollment.

I want to ensure you that your participation will be confidential and you may opt to not

participate at any time. At this time, I will answer any questions you may have.

Our next meeting will be an in person 60- 90-minute interview. What is your availability

like over the next week? Where would you like to meet?

Again, thank you for your participation and I look forward to meeting with you soon!

127

128

129